Fathers Involvement in Their Children S Upbringing and Education

FATHERS’ INVOLVEMENT IN THEIR CHILDREN’S UPBRINGING AND EDUCATION

A study of experiences of fathers and children in the Thornbury and Bradford Moor areas of Bradford

By

Syed Razwan

For

The Children’s Society

And

Safestart Project

Roebuck House

Bolling Road

Bradford

Contents

Page

Acknowledgements1

Executive Summary2

Background2

Research2

Summary of main findings3

Employment3

Family makeup4

Main language4

Ability to speak English4

Fathers’ involvement in their children’s

education and upbringing5

Conclusion7

Executive Summary (Urdu)8

Introduction13

The Children’s Society and the

Safestart Project13

Bradford13

Bradford Moor and Thornbury

Primary School13

Thornbury Primary School14

Aims and Objectives15

Literature Review17

Parental involvement in children’s

education 17

Asian parents and children’s education18

Fathers’ involvement in children’s

education
and upbringing18

Asian fathers19

Barriers to fathers’ involvement19

Methodology21

Time scale21

Researchers21

Semi-structured interviews21

Case studies22

Interview notes22

Sample23

Survey Analysis25

Area of origin and place of birth25

Employment27

Family Makeup28

Main Language and ability to speak English30

Schooling30

Fathers’ involvement in their children’s

upbringing and education32

Fathers’ evidence32

Children’s evidence34

Main concerns35

Barriers to fathers’involvement37

Conclusion and recommendations41

Issues for further research43

Appendix 144

Case study 1 – Shezad Ahmed 44

Case study 2 – Inaam ul Haque46

Appendix 247

Existing parental involvement strategy

at ThornburyPrimary School

Appendix 348

Children’s Views

Bibliography52

Illustrations

Photo 1:ThornburyPrimary School Key Stage 2 building14

Photo 2: New School under Construction14

Photo 3:Typical street of Owner Occupied / Private

Rented Housing15

Photo 4:Typical street of Council Housing15

Photo 5: Leeds Old Road shopping area Bradford Moor16

Photo 6:Shopping area on Leeds Road Thornbury16

Fig. 1: Pie Chart showing the age distribution of

the fathers interviewed25

Fig. 2: Pie chart showing ethnic origin of fathers25

Fig. 3: Pie chart showing place of birth26

Fig. 4: Pie chart showing duration of residence in UK26

Fig. 5: Pie Chart showing employment status27

Fig. 6: Bar chart showing type of employment27

Fig. 7: Pie chart showing the number of children

per household28

Fig. 8: Column chart showing age distribution of

children in each household.29

Fig A3.1:Age of children and young people

interviewed48

Fig A3.2:Responses to the question “Does your

dad take you to school?”49

Fig A3.3:Responses to the question “Does your

dad collect you from school?”49

Fig A3.4:Responses to the question “Does your

dad spend time with you after school?”49

Fig A3.5:Responses to the question “Does your

dad spend time with you at weekends?”50

Acknowledgements

The Children's Society Safestart Project’s research study, Fathers’ Involvement in Children’s Education and Upbringing, began in July 2001 and was completed in January 2002. Syed Razwan was the principal researcher while Sara Dench, Project Worker, sought the views of the children. Chris McKay, Project Leader and Carole Lloyd, Project Administrator gave invaluable support through out the project.

The project would also like to take this opportunity to express their thanks to Martin Manby of the Nationwide Children’s Research Centre, Huddersfield who overlooked the research project and provided valuable support and supervision and Gerry Lavery of Leeds Metropolitan University for editing the report. Thanks are especially due to the head teacher of ThornburyPrimary School and the staff that took part in the research project for their support. Many thanks are due to the fathers and children who took part in the research project for their support and for the patience and fortitude which they expressed during the research enquiries.

In the course of the research I came into contact with a wide range of individuals and organisations working with the Bradford Moor and Thornbury community – too many to list. Many thanks go to them for contributing and taking part in the research project.

Executive Summary

Background

The Safestart Project is one of The Children's Society projects operating in Bradford. It came into existence in January 2000 with a remit to develop models of parenting education and support practice within the Bradford district that are child centred and fully evaluated.

The Safestart Project is currently involved in promoting and developing parental involvement in primary schools in the Newlands area of Bradford, with the aim of developing child centred education and support. This work has included working with groups of parents to address their concerns about managing their children’s behaviour. In carrying out this work we also seek the views of the children concerned and use their feedback in the work with parents.

When the Safestart Project began working with ThornburyPrimary School, parental involvement in the school was limited. Most of the everyday negotiations between home and school were undertaken by mothers and, although fathers did attend the parents’ evenings and were seen to bring children to school, they appeared as shadowy background figures in the school. As the parental involvement work in the school developed, the take up was largely from mothers. Specific activities were organised for men only but were not taken up.

The Project therefore decided to conduct some small-scale research into the involvement of fathers / male carers into their children’s education and upbringing. The research focused on the level and type of involvement fathers / male carers of children who attended ThornburyPrimary School had in the day to day care of their children.

The following questions were considered important:

Did the fathers / male carers see themselves as having any specific roles in relation to their education and upbringing?

Did the level of involvement vary according to the age and sex of the child?

Did the fathers / male cares play a more active role in particular aspects of their child’s life e.g. in their religious and cultural upbringing?

Did they want to play a more active role but feel that there are barriers preventing their full participation?

Research

A total of twenty three in depth interviews were carried out between July and November 2001. These interviews were conducted in the form of guided conversations in order to identify some main themes. Below a summary of the research findings is presented, including some suggestions of the type of services fathers would like to see provided and which of these they would use.

Summary of main findings

Ethnic Origin

Ninety one per cent (twenty-one) of fathers were of Pakistani origin.

Nine per cent (two fathers) were of Bangladeshi origin.

The majority of those of Pakistani origin (eighty six per cent) were from the northern rural areas:

Sixty one per cent from Mirpur,

Nineteen per cent from Attock and the NorthWesternProvince.

Fourteen per cent from the urban areas of Punjab.

Those fathers of Bangladeshi origin were from the rural areas of the north eastern province, Sylhet

All but three of the fathers interviewed (eighty seven per cent) were born in Pakistan and Bangladesh.

Some of the fathers were second and third generation. Some of these were either born in Britain or joined their families at a young age.

Employment

Most fathers (seventy four per cent) were in paid jobs, mostly working in the low paid sector.

Forty one per cent worked in takeaways and restaurants.

Twenty four per cent worked as taxi drivers.

Other jobs included courier/delivery work, door to door sales, shop assistant and production work.

Only two fathers worked in paid professional jobs, one as a financial advisor and the other as a supervisor in a sales department.

The remainder (twenty six per cent) defined themselves as unemployed.

Most of those in employment (seventy one per cent) worked from the early evening through the night and caught up with their sleep during the day.

Twelve per cent of the fathers started work in the early afternoon and finished at about 9 or 10 p.m.

The overall pattern of employment in the families interviewed showed that the women had a low level of economic activity. All the fathers involved in the interviews described the role of their partners as housewives.

Nine per cent of the fathers stated that due to having young children their wives had left work.

Family Makeup

The families concerned lived in owner occupied or rented accommodation.

All the fathers interviewed were Muslims and were married.

There were no single parent households.

All households, except two, were single generation.

Most of the families lived in non-residential extended family networks, where families live in close proximity to their parents and other relatives, sometimes as neighbours.

All the families included in the study included two or more children.

Most of the fathers (forty eight per cent) that came to Britain as dependants or were born here had partners that had migrated from Pakistan and Bangladesh to live with them.

In almost all of the households (ninety six per cent) one of the parents was a new migrant.

Main Language

The fathers interviewed identified their main language as follows:

Punjabi (Mirpuri) 61 per cent

Bengali 9 per cent

Punjabi and Urdu13 per cent

Pushto13 per cent

Hindko4 per cent

Most of the fathers (seventy four per cent) stated that they read and write well in Urdu and Bengali.

Nine per cent described their ability to read and write as poor but satisfactory.

Ability to speak English

In almost all the families (ninety six per cent) one of the partners (new migrants) was unable to speak English fluently.

In seventeen per cent of the families both partners were unable to speak English.

Sixty one per cent of fathers indicated that their wives were unable to read and write English and had very basic schooling in Pakistan or Bangladesh.

Fathers’ involvement in their children’s education and upbringing

• All the fathers acknowledged that they spend time with their children but were less involved with them than the children’s mother.

• They played an equal role when it came to studies and discipline.

• All the fathers wanted their children, both boys and girls, to receive a good education. Some described it as a good life opportunity and a skill for life.

• Some of the parents had missed out on education and wanted their children to do better and to have a better job and lifestyle.

• Most of the fathers took their children to the park in the summer.

• The lack of indoor facilities and cold weather was described by many as a major obstacle.

• Some of the activities the fathers enjoyed doing together with their children were driving, sightseeing, shopping, visiting relatives, playing on the computer, football and cricket. One father enjoyed playing toy fights with his children.

• All fathers stated that they were equally involved in schools and in supplementary education after school.

• Most of the fathers mentioned parents’ evenings as a useful way of discussing their children’s work with the teachers in private.

• Thirty nine per cent of the fathers had been to parents’ evenings.

• Reasons for not being able to attend parents’ evenings were work, hours of work, being too tired and having difficulties in discussing their children’s progress with the teachers due to language problems.

• Thirty nine per cent of fathers helped with the homework of their children.

• Thirteen per cent stated that their children were too young and the need to help with homework had not arisen.

• Most of the fathers expressed some difficulties in helping with homework.

• Thirty nine per cent expressed concern that their lack of English was a major obstacle and were able to provide very little or no help.

• Twenty two per cent stated that, because of their work and other commitments, their wives normally help with the homework.

• Nine per cent expressed concern about their children’s education because both partners were unable to read and write English.

In terms of specific issues that concerned the fathers:

• Twenty six per cent mentioned the lack of positive male role models for the boys at school.

• Twenty two per cent were concerned about the lack of discipline in schools generally.

• Thirteen per cent expressed concern about the constant changing of staff at school

• Two thirds of the fathers expressed concern about the lack of information regarding the new school and the school governors’ role.

When asked whether they wished to receive such information all the fathers replied “yes”.

• Seventeen per cent of the fathers wanted to see more information in Urdu.

• Seventeen per cent per cent of fathers mentioned that they would like more Asian teachers in the school who could be seen as positive role models for the children.

When asked about the gender of the Asian teachers:

• Nine per cent mentioned that they would like more male Asian teachers who could have influence on their boys.

• Some of the fathers stated that they were not too concerned about the ethnicity of the teachers as long as they were committed and the education was there. However, they expressed their desire for the children to retain their cultural, religious and linguistic identity while also being part of wider society.

Fathers were asked what prevented them from accessing existing activities at school:

• For the majority lack of information about activities was a major factor.

• Some of the fathers were not sure that these activities existed.

• For some there was uncertainty whether they were women only activities.

• Cultural barriers were identified by almost two thirds of the fathers as reasons for their lack of involvement. These included the mixing of unrelated men and women, the large presence of women, language problems and activities coinciding with mosque (prayer) times.

• Almost half of the fathers mentioned that the main barrier was their social circumstances, such as unsocial working hours, long hours of work, having to sustain families here and dependent elderly relatives in Pakistan.

• Most of the fathers expressed their willingness to participate in coffee morning or other parental involvement activities as long as their working patterns were taken into consideration.

Conclusion

In recent years there has been much debate about the positive outcomes of fathers involvement in their children’s education and upbringing and the barriers men face in accessing parental support services (see Ghate et al 2000, Ryan 2000). This study has highlighted that there are additional barriers for Asian fathers such as language problems, long unsocial working hours, supporting dependant elderly relatives in Pakistan and cultural barriers such as the mixing of unrelated men and women.

Most of the fathers suggested that they would like to be more involved but would like a more male friendly atmosphere such as having a separate venue and a male worker. Some suggested their work pattern and prayer times should also be taken into consideration.

Page 1

Introduction

The Children's Society and the Safestart Project

The Children's Society is a voluntary agency whose mission is to be a positive force for change wherever young lives are damaged by unnecessary suffering and injustice. The Safestart Project is one of The Children's Society projects operating in Bradford. It came into existence in January 2000 with a remit to develop models of parenting education and support practice within the Bradford district that are child centred and fully evaluated. There are currently three main strands to the work undertaken to achieve the projects purpose:

• through promoting and developing parental involvement in primary schools in the Newlands area of Bradford, with the aim of developing child centred education and support. This work has included working with groups of parents to address their concerns about managing their children’s behaviour. In carrying out this work we also seek the views of the children concerned and use their feed back in the work with parents;

• through involvement in strategic partnerships whereby the Project aims to promote the involvement and influence of young people;

• through the co-ordination of the Working with Parents Task Group, a sub-group of Bradford Early Years Development and Child Care Partnership. The Task Group is a forum of workers from a range of voluntary and statutory agencies across Bradford district which undertake work with parents in diverse ways. The group shares information about good practice, models of monitoring and evaluation and identifies gaps in provision.

Bradford

The City of Bradford Metropolitan District Council is the fourth largest metropolitan district. It includes five parliamentary constituencies: Bradford North, South, West, Shipley and Keighley. Bradford has a culturally diverse population of around 483,000 of which approximately twenty per cent are from minority ethnic communities. However, in the inner-city areas the population of minority ethnic communities accounts for around fifty per cent of the population, most of whom originate from Pakistan (The Children’s Fund 2001).