| This study examines the relationship between fathers' engagement, responsibility, and accessibility related to their young child's academic and social outcomes. By using a multiple informant strategy, fathers, mothers, and children responded to items assessing levels of father involvement in engagement, responsibility, and accessibility. Mothers and fathers responded independently to a questionnaire that measured father involvement and accessibility. Several fathers were interviewed to ascertain the differences between low and high father engagement, responsibility, and accessibility. Mother and father reports on father involvement and accessibility were moderately correlated, which suggested that mothers and fathers agreed on father involvement and accessibility. However, there was a lack of agreement between child-reports and father-reports of engagement, responsibility, and accessibility; fathers were equally involved in the parenting of boys and girls. Stanford Early Achievement Tests were used to measure the children's academic performance in reading, math, environment, and listening. The Social Skills Rating System was used to measure the children's social skills. |
