School of Education


Doctor of Education (EdD)


Tamika S. Hibbert


Academic Process, African American Fathers, Critical Race Theory, Non-Residential, Perception, Self-Efficacy Theory


Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Elementary and Middle and Secondary Education Administration | Other Educational Administration and Supervision


The purpose of this transcendental, phenomenological study was to understand the perceptions of non-residential African American fathers’ roles in the academic process of their male children in in a suburban city in the Eastern region of Georgia. The following questions guided the study: (a) What roles do non-residential African American fathers play in the academic process of their male children? (b) What factors shape non-residential African American fathers’ perceptions of their roles in the academic process of their male children? (c) What do non-residential African American fathers perceive as the value of their involvement in the academic process of their male children? The participants were non-residential African American fathers of sons in grades 3-12. Self-efficacy and the critical race theory were the theories that guided this study. Data was collected through interviews, surveys, and focus groups. Data was analyzed using Moustakas’ (1994) guidelines for transcendental phenomenology. After interview transcription, emerging themes were notated and followed up by two focus group sessions. Results of the study revealed that fathers, in the face of mother gate-keeping, persisted to rely on their sons’ mothers for information pertaining to their sons’ academic process. It was noted that participants, in some form, were involved in progress monitoring. The study also prevailed that, father educational attainment was not a determining factor for their involvement. In summary, these fathers, despite numerous difficulties, have been diligent in their efforts to maintain active roles in the lives of their sons.