'Their status will be affected by that child': How masculinity influences father involvement in the education of learners with intellectual disabilities.
'Their status will be affected by that child': How masculinity influences father involvement in the education of learners with intellectual disabilities.
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“他们的地位将受到那个孩子的影响”：男性气质如何影响父亲参与智障学习者的教育。
DOI：
10.1111/cch.12864
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
DeVilliers,Tania
中科院分区：
文献类型：
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作者：
Karisa,Amani;McKenzie,Judith;DeVilliers,Tania
背景父母在子女的正规教育中起着至关重要的作用。然而，关于父亲参与残疾子女正规教育的科学知识有限，特别是在全球南方环境中。本研究旨在了解父亲参与是如何构建在非洲context.MethodsThe研究使用的数据从一个广泛的定性案例研究，在肯尼亚的一所特殊学校的学习者的智力残疾的正规教育。数据收集从八个父亲，六个母亲，九名教师和六名残疾儿童使用个人访谈，关键知情人访谈和焦点小组讨论。还进行了文件审查。数据进行了分析thematically.ResultsTwo主题新兴的数据，命名使用选定的报价从参与者，因此：“他是一个怪物，你是一个谁生了他”和“的借口，他有工作要做”。在一个文化规范和价值观将男子气概与力量和完美联系在一起，将残疾与软弱和不完美联系在一起的社会中，父亲需要保护自己作为男人的身份，这影响了父亲参与智障学生的教育。父亲的参与也受到教师对父亲男性气质的看法的影响。此外，父亲参与的影响，父亲科普的方式与威胁到他们的masculinity.ConclusionPerceptions的男性气概和残疾相交，以构建父亲参与正规教育的学习者智力残疾在这个非洲的背景下。
BackgroundParents play a critical role in the formal education of their children. However, a limited body of scientific knowledge exists on fathers' involvement in the formal education of their children with disabilities, particularly in Global South settings. This study sought to understand how father involvement is constructed in the formal education of learners with intellectual disabilities in an African context.MethodsThe study uses data from a broad qualitative case study of one special school in Kenya. Data were collected from eight fathers, six mothers, nine teachers and six children with disabilities using individual interviews, key informant interviews and focus group discussions. A document review was also conducted. The data were analysed thematically.ResultsTwo themes emerging from the data are presented, named using selected quotes from the participants thus: ‘He's a monster, you're the one who gave birth to him’ and ‘The excuse that he has work to do’. Father involvement in the education of learners with intellectual disabilities is influenced by the need of the fathers to protect their identities as men in a society whose cultural norms and values associates manliness with strength and perfection, and disability with weakness and imperfection. Father involvement is also impacted by the teachers' perceptions of the fathers' masculinity. Additionally, father involvement is influenced by the ways fathers cope with the threats to their masculinity.ConclusionPerceptions of masculinity and disability intersect to construct father involvement in the formal education of learners with intellectual disabilities in this African context.