Factors Influencing the Father Role Acquisition among University Male Teachers with Working Wives

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  • 共働きの男性大学教員における父親役割獲得に影響する要因
  • トモバタラキ ノ ダンセイ ダイガク キョウイン ニ オケル チチオヤ ヤクワリ カクトク ニ エイキョウ スル ヨウイン

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Abstract

Purpose: The study aims to clarify factors influencing the process that male teachers of colleges or universities fulfill their role as father in a dual-income family with a preschool child. Methods: The subjects were eight male university teachers with working wives and preschool children. The survey data were analyzed using the modified grounded theory approach. Results: The factors influencing the father role acquisition among university male teachers with working wives were categorized and conceptualized into 24 concepts in the following 8 categories: willingness to fulfill expected roles in his childhood, learnings from a power balance between his parents and roles of his parents, his assessment of his father in and after his childhood, decision to choose the medical profession recognizing himself as an earner, a life as a university teacher with an unexpected difficulty in the involvement in childcare, a work environment where he can talk about children as a father, increasing awareness as father during pregnancy and childbirth of his wife, and efforts to find how a husband and wife or a father and mother should be. Results suggested that the subjects saw their own image of a father critically and made an effort to rebuild the husband-and-wife relationship. Matters related to the work environment, including the availability of a child-care leave system and the presence of peers who experience similar circumstances are also important influencing factors. Conclusion: During the process that male university teachers acquire their role as father, their own development record, work environment, and rebuilding of the husband-and-wife relationship are also important influencing factors.

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