Behavioral Impacts of Father Absence on Middle School African American Boys

Behavioral Impacts of Father Absence on Middle School African American Boys by Ivy J. Johnson MS, Walden University, 2015 MEd, University of Houston, 2008 BBA, University of Houston, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy School Psychology Walden University August 2017 Abstract Father absence is the experience of children who grow up in households without their biological father. The African American population experiences the highest level of father absence of all demographic groups in the United States. Research shows that father absence influences school behavior. There is a lack of literature evaluating the extent to which father absence affects children, particularly African American boys, at different stages of development. This quantitative study was used to evaluate how father absence affected school behavior of African American boys, ages 13-15, in the middle school setting, in Houston, TX. Guided by attachment theory, the research question for this study asked how father absence impacts the school behavior of African American boys between the ages of 13 and 15 from mother-only homes when compared to school behavior of African American boys from intact families. Multivariate analysis of variance was used to examine overall and types of externalizing behavior of 60 purposive sampled participants identified from the Child Behavior Checklist-Teacher Report Scale subscales. Results indicated that African American boys from father absent homes displayed an overall higher rate of externalizing behavior than sameaged peers from intact families on all 3 dependent variables (Overall, Rule-Breaking, and Aggressive Behavior). This study is an important contribution to the existing literature and enhances social change initiatives by bringing increased focus on school behavior, adolescent behavior, middle school practices, and behavior interventions. Specifically, the results of this study can be used by educational stakeholders to develop early intervention and prevention programs to address behaviors associated with the absent father experience.Father absence is the experience of children who grow up in households without their biological father. The African American population experiences the highest level of father absence of all demographic groups in the United States. Research shows that father absence influences school behavior. There is a lack of literature evaluating the extent to which father absence affects children, particularly African American boys, at different stages of development. This quantitative study was used to evaluate how father absence affected school behavior of African American boys, ages 13-15, in the middle school setting, in Houston, TX. Guided by attachment theory, the research question for this study asked how father absence impacts the school behavior of African American boys between the ages of 13 and 15 from mother-only homes when compared to school behavior of African American boys from intact families. Multivariate analysis of variance was used to examine overall and types of externalizing behavior of 60 purposive sampled participants identified from the Child Behavior Checklist-Teacher Report Scale subscales. Results indicated that African American boys from father absent homes displayed an overall higher rate of externalizing behavior than sameaged peers from intact families on all 3 dependent variables (Overall, Rule-Breaking, and Aggressive Behavior). This study is an important contribution to the existing literature and enhances social change initiatives by bringing increased focus on school behavior, adolescent behavior, middle school practices, and behavior interventions. Specifically, the results of this study can be used by educational stakeholders to develop early intervention and prevention programs to address behaviors associated with the absent father experience. Behavioral Impacts of Father Absence on Middle School African American Boys by Ivy J. Johnson MS, Walden University, 2015 MEd, University of Houston, 2008 BBA, University of Houston, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy School Psychology Walden University August 2017 Dedication “Now to Him who is able to do exceedingly abundantly above all that we ask or think, according to the power that works in us,” Ephesians 3:20 (NKJV). All honor, praise, and glory belongs to The Most High God, Jehovah for blessing me with the opportunity, will, and strength to not only begin this journey, but to finish strong! This is dedicated to my greatest gift, Joey Iman. Of all of my life accomplishments, you are the greatest of them all. God blessed me with you and my prayer is that I am as much of a blessing to you as you are to me. I pray that you always know your worth, for you are fearfully and wonderfully made. Do not ever be afraid to shine. Never dim your light because others do not appreciate your brightness. Let your light shine, Babydoll! Acknowledgments “And let us not grow weary while doing good, for in due season we shall reap if we do not lose heart. ” Galatians 6:9 (NKJV). I am grateful to my family for being a team of encouragers during those weary times. To my mother, Rosa, the love you have showered me with all of my life filled me with the confidence needed to set such a goal as this. To my father, Cullen, seeing me as a genius emboldened me not to shy away from my intelligence. To my prayer warrior sisters, Shellie and Shretha, you gave me what I needed, when I needed, and when you could not, you lifted me up to God, the Ultimate Source. Thank you to my family and sister-friends for cheering me on along the way. Thank you to Aunt Maureen and Angela for your special assistance that was essential during this process and for being an example of higher education for the family. Thank you to my colleagues for your continued encouragement and to all educators who took time out to provide feedback for this study. To my committee and professors, thank you. Dr. Little, you have been an amazing chairperson and I have thoroughly enjoyed working with you. Dr. Trimble, thank you for your tough love and encouraging words during this process, you are a blessing. Dr. Murray, thank you for your guidance and feedback. Dr. Lionetti, thank you for your encouragement over the years and for making school psychology look so cool.