Fatherhood & Children’s Remote Learning During Covid-19 Pandemic:

Abstract

Relational power supremacy is determined by culture, which impacts women's and men's capacity to make decisions in the family and community. As a part of strong patriarchal culture, Balinese men's involvement in parenthood deals with their self-concept and identity. Although there has been a growing literature discussing fatherhood in many cultural settings, a limited study focusing on how men in strong patriarchal culture transmit their full-time fatherhood has been conducted. Besides, the emergency shifting of learning due to the COVID-19 pandemic conveys more hitches to shelter. The present study examined whether and how Balinese fathers' parenting styles may influence attachment style and their children's remote learning activities. By using attachment theory, a qualitative approach of analysis was carried out using a narrative inquiry. A father with children who are having remote learning activities was recruited as the participant of this study. Unstructured interviews were used for data collection and recorded using a voice recorder only. The recording was then transcribed and analyzed using collaborative thematic narrative analysis. The results indicate that fathers' parenting style, their perception about the fatherhoods, their coping strategies, and responses from the society were related to the attachment style and children's remote learning activities during the COVID-19 pandemic.

COVID-19 and Parent-Child Interactions: Children’s Educational Opportunities and Parental Challenges During the COVID-19 Pandemic

“…Distance learning, by itself, is inadequate for learning and developing skills in children. Moreover, it is necessary for parents with any type of parenting style to participate in their children's education, because their involvement (and not that of teachers) is the key factor to educational success in children [4]. However, the way parents deal with COVID-19-related stress can affect how they support their children, facilitate a positive parent-child relationship, and foster the child's social-emo-tional competence [5].…”

‘Were the Fathers Available?’: An Evaulation of Fathers’ Involvement in Emergency Remote Eeducation of Learners who are Deaf/Hard of Hearing

“…Specifically, a significant body of empirical evidence indicates that mothers are generally more involved in their children's and family care activities; they engage in active social play and companionship as well as academic-related activities with their children (Akellot & Bangirana, 2019;DesJardin & Eisenberg, 2007;Ortiz et al, 2021;Zaidman-Zait et al, 2018). Interestingly, research evidence over the last two decades has revealed an incremental increase in the contribution and involvement by fathers to overall child development (Asril et al, 2021;Flouri, 2005;Ingber & Most, 2012;Mavrogianni & Lampropoulou, 2018). Various factors such as increased numbers of women entering the workforce, the parents' own developmental histories, and the children's contextual characteristics such as hearing impairment and sociocultural changes, among others, have influenced the observed increase in fathers' involvement in total childcare (Ingber & Most, 2012;Mavrogianni & Lampropoulou, 2018).…”