| This dissertation explores fathers' lived experiences of being like their fathers in parenting. Fathers have moments in their parenting where they say to themselves, "Wow, I'm being just like my dad!" or "Oh my God! That's just like my father!" Some have this experience quite regularly and some would say that their parenting is defined by this experience. Some fathers find this experience reassuring, some find it disturbing, and some find it very motivating for them to seek change. The common thread for all fathers that share this experience is that it is deeply meaningful.; This phenomenological study begins by discussing the current discourse on fathering. I argue that first of all, there is very little study focusing specifically on fathering. Secondly, research on fathering typically studies fathers from a theoretical, quantitative, or pragmatic vantage point; very little gives heed to the actual lived experiences of fathers. Arguably, the sensitivity afforded by phenomenological inquiry is necessary in the study of fathering, particularly when considering the sensitive pedagogy required for parent education.; The phenomenological research methodology is discussed; including the specific procedures followed for the 12 interviews conducted. Thematic analysis revealed 5 themes elucidating the phenomenon: (a) I see my father in me, (b) I recognize myself in my children, (c) I feel a lot about "father," (d) I look to my children, and (e) I seek my place. Descriptive language is used to awaken, evoke, or stimulate in the reader the lived quality and significance of the lived experience in a deeper way.; The final section of the dissertation addresses the significance of the research. In terms of parent development, it's argued that this study has the potential for increasing fathers' self-understanding, leading to an enhanced self-confidence and potentially improved parent-child relationships. In terms of parent education, it's argued that this study points to implications for an attunement curriculum perspective facilitating opportunities for fathers' learning by building on the foundation of their tacit knowing about fathering. Experiential learning, group mentoring, and story telling are addressed. Questions that arose in the study are discussed at the end. |
