Fathers’ role, involvement and cultural expectations, Volume 6, No. 1, January, 2019


Call For Papers: Fathers’ role, involvement and cultural expectations, Volume 6, No. 1, January, 2019

Editors: Konstantina Rentzou, European University of Cyprus; Ruslan Slutsky, University of Toledo

 Undoubtedly fathers’ role and involvement in their preschool children’s care and education is not a new field of research. On the contrary, fatherhood has attracted research attention since the 1970s and has gone through several phases, from emphasis on the consequences from fathers’ absence to emphasis on fathers’ active involvement (Schoppe-Sullivan, McBride, & Ringo Ho, 2004). However, although fathering and father involvement attracts increasingly more attention in the field of early childhood, it is still surrounded by conceptual, methodological, policy and gender role issues. Taking into consideration the fact that we do not have a clear picture of fatherhood, as it differs so much culturally, and the fact that changes are needed not only in policies and institutions but also “within data collection and analysis efforts” (Letvov et al., 2015, p. 22), the proposed themed issue aspires to fill existing gaps.

 This issue of Global Education Review will focus at delineating the importance, roles, and diverse practices of fathers in different cultures and at shedding light into how fathers are involved in their preschool children’s upbringing, care and education, both at home and at ECEC settings. Special attention will be given to how existing policies in various countries may affect fathers’ role and involvement. The issue will highlight relevant research findings, illuminate areas that are in need of additional research, and examine the implications of these findings on policies and practices.

 Topics of interest include, but are not limited to, the following:

  • Ways in which preschoolers’ fathers are involved both at school and at home
  • Contemporary conceptualizations and measurement of fatherhood and father involvement
  • Predictors of and barriers to father involvement
  • Cross-cultural differences in fathers’ role and involvement
  • Mothers’, fathers’ and ECEC professionals’ attitudes towards fathers’ involvement
  • Variations on father involvement across early childhood
  • Father education programs
  • Paternal leave policies and effects on father involvement

 Please send an abstract of no more than 250 words in length with at least ten literature sources along with contact information for all authors to ntinar@hotmail.com and ruslan.slutsky@utoledo.edu by June 30, 2018. Abstracts will be reviewed for fit to special issues theme. You will be informed if the manuscript is invited for review by July 30, 2018. Full manuscripts are due by October 30, 2018.  Authors of articles invited for review are required to participate in a blind review of two articles submitted for publication in the same issue.