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Father and Son Mentoring for the Perpetuation of Legacy: Developing a Grounded Theory.

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Title:Father and Son Mentoring for the Perpetuation of Legacy: Developing a Grounded Theory.
Authors:Nunes, Joseph D.
Contributors:Educational Psychology (department)
Date Issued:Aug 2018
Publisher:University of Hawaiʻi at Mānoa
Abstract:The purpose of this study was to expand upon our present knowledge of mentoring
between fathers and emerging-adult sons. Specifically, this study sought to identify strategies,
procedures and skills involved with this type of mentoring, as well as barriers and benefits
associated with these relationships with the goal of developing a grounded theory of father/son
mentoring.
Using an embedded mixed method research design, I interviewed six father-son dyads
from Hawaiʻi, the continental US and Europe, augmented with scores from two scales. Grounded
theory guided data collection and analysis. Scores from the two scales were treated as
descriptive during the cross-case-analysis.
Highly effective father/son mentoring was characterized by a multifaceted approach to
mentoring that included the development and use of multiple strategies, skills and procedures.
Less effective examples tended to be overly reliant upon singular approaches to mentoring
interactions. While highly effective dyads were able to identify and discuss barriers, less
effective dyads struggled to identify ways they could improve their relationships. As a goaldirected
activity, father/son mentoring was often focused on the perpetuation of legacy. These
findings were further demonstrated through the development of a grounded theory with an
associated metaphor of weaving a basket. One unexpected discovery related to fathers
mentoring their sons who were on the autism spectrum.
This study sheds light on the relatively unstudied phenomenon of father-son mentoring
and lays a foundation for future inquiry which might include larger sample sizes and other types
of research design.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018.
URI:http://hdl.handle.net/10125/62376
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Educational Psychology


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