Fatherless Children Inside the American Classroom

The role of the father in American families is substantially affecting the American society. Values, beliefs, and ideas regarding the family institution are changing. The most significant effect this issue poses on society is neither fatherless children's supposed unsuccessful obtainment of an adequate education nor is it the children's lack of financial stability. The root problem is fatherless children's struggle to find emotional and psychological stability, for it is their instability that has the greatest affect on their performance within the American classroom.

In 1999, Harvard University Press published a book by David Popenoe, "Life Without Father." In Popenoe's book, he argues that, "growing up without a father may be a root cause of many social ills-from crime to academic failure." He notes problems such as, juvenile violent crime, eating disorders, high rates of depression, teen suicide, alcohol and drug abuse, poverty, and deteriorating educational achievement. Popenoe goes on to note, "[the] children of divorced and never-married mothers are less successful in life by almost every measure than children [with both parents]." In addition Popenoe argues that the most significant result of fatherlessness is the loss of economic resources.

"Broken Homes Creating 'Toxic Circle' for Children," is an article published in 2008 by Graeme Paton. Paton argues that, "the demise of the traditional family is creating a 'toxic circle' of school failure, poverty, and crime." According to Paton, "many pupils struggle in class because they are brought up in chaotic homes without married mothers and fathers." Paton believes that family stability weighs heavily on the outcome of a child's educational foundation. Throughout the nation, the government is making attempts to raise school achievements; however, this stands impossible for students who are coping with, "very dysfunctional home environment[s]" (Paton).

Furthermore, in Lain's "Poverty and its Effects on Children," he focuses on children who face poverty and how poverty affects their childhood. Much like Graeme Paton's article, Lain places an emphasis on children's education as an effect of poverty. Early in the article, Lain states, "not only does poverty affect the child's well being, but it impacts his/hers education as well. In general, children from homes living under the poverty line have poorer performance in school." Lain further argues that, not only do these children lack financial stability; they do not receive adequate nutrition or weather appropriate clothing. In addition, "less income generally means there are less opportunities for educational activities and learning experiences" (Lain).

Another American author, Stephen Bakersville, foresaw that fatherlessness was becoming one of the top social policy issues in America. He quoted Bill Clinton's speech from 1995, "the growing absence of fathers from their children's homes...contributes to so many other social problems." Lain, Paton, and Popenoe discussed the social problems Clinton spoke of in their previous articles.

As for immediate solutions, Lain not only blames the family institution, he blames the academic institution as well. Lain believes that schools should begin creating activities that would create harmony among the students. Moreover, "the government [should implement] a new policy blueprint, [which] would increase the number of social services officers attached to schools" (Paton). Graeme Paton hopes that, "by learning to express their feelings, the children would behave better in the classroom and results [would] improve." In a more contrasting view, David Popenoe states, "the father's role must...be redefined in a way that neglects neither historical models nor the unique attributes of modern societies."

As reflected in the previous articles, fatherless children, in most cases, tend to have a negative impact on the American society. However, one must understand that fatherless children's access to an adequate education is not the most significant dilemma nor is it poverty. One must be clear that the main issue is children's emotional and psychological stability. One can assume that children will have difficulty succeeding in the classroom if they are struggling emotionally and psychologically. Furthermore, poverty does not send children to jail or force them to engage in illegal or unhealthy activities, for it is the lack of knowledge as well as the mental and emotional instability, caused by broken homes, that distracts children inside the classroom, which eventually leads them to unhealthy lifestyles.

Graeme Paton argued that family stability weighs heavily on the outcome of a child's educational foundation. However, this argument is clearly false. There are many people who are products of unstable broken homes who grew up under the influence of a single mother in a chaotic household; still many of them have graduated high school with honors and go on to attend some of America's finest higher learning institutions, thus proving Paton's argument to be fallacious. "Some fatherless children are resilient and self-motivated" (Raspberry). Paula Bealer, an accountant and part time author, argues that, "living in a fatherless home can be just as wholesome and fulfilling as living in a home with a father, sometimes, it can even be better. It is the variables that make the difference." Such variables include abusive family relationships, severe depression in the family institution, and alcohol and drug abuse present within children's homes.

As previously shown, many authors have attempted to present a solution that would aide fatherless children in the classroom; however, those solutions tend to be unclear or unrealistic. Graeme Paton suggests more social service programs in affiliation with public schools. Whereas, William Raspberry suggests stronger communities built upon stronger institutions. Both proposals are agreeable. Fatherless children must have the opportunity to be mentally and emotionally stable. By having support coming from government programs as well as the children's communities, they will be able to maintain a healthy mental and emotional state.

Educational psychologist, Abraham Maslow, would have likely argued that students' basic psychological needs must be met in order to make yearly progress. In an article written by Chuck Brickman in 2003, he states, "if students' basic needs are not met student performance will suffer." Some of the basic needs that Brickman discuss include nutrition, hygiene, and energy. Achieving those needs will allow students to students and teachers to focus on safety; thus, leading to belongingness and love with the learning community. Another author, Joan M. Kiel, believes that Maslow's theory is still relevant and should be prevalent in schools. However, Kiel suggests that self-actualization is unlimited. "There is no end to one's potential - the process of development does not end" (Kiel).

In order to tend to fatherless children's emotional and psychological needs, Maslow's theory of hierarchy of needs must be put into place in all schools. In addition, more effective and supportive government programs should be erected in urban communities. These programs, which would compliment programs that are already set in place, should focus on fatherless teenagers, as well as their parents, providing them with financial stability. Such programs could possibly provide subsidized child care services, free medical care, and additional academic services. Most importantly, such programs would provide counseling to the young adults, encouraging them to be comfortable with themselves and confident in their endeavors. Fatherlessness is a growing issue in the United States that all teachers come into contact with in their classrooms. However, instead of debasing the issue, educators must tackle it head on by dealing the emotional and psychological effects.

Bealer, Paula. The Effects of Fatherless Families on Boys. Helium, Retrieved November 23, 2008, from http://www.helium.com/items/664189-the-effects-of-fatherless-families-on-boys

Brickman, C. (2003, January). Maslow's theory of hierarchical needs - Alive and well in the classroom. The Gazette, 4, Retrieved October 30, 2008, from http://teachers.net/gazette/JAN03/brickman.html

Kiel, J. M. (1999). Reshaping maslow's hierarchy of needs to reflect today's educational and managerial philosophies. Journal of Instructional Psychology.

Lain, (2006, February, 2). Poverty and its effects on children. Associated Content, Retrieved October 21, 2008, from http://www.associatedcontent.com/article/19172/poverty_and_its_effects_on_children.html

Popenoe, David (1999). Life Without Father. Cambridge, Massachusetts: Harvard University Press.

Paton, Graeme (2008, March, 3). Broken Homes Creating 'Toxic Circle' for Children. Telegraph, Retrieved October 21, 2008, from http://www.telegraph.co.uk/news/uknews/1582146/Broken-homes-creating-%27toxic-circle%27-for-children.html

Raspberry, W. (2005, August, 1). To Prevent Poverty, Reverse Trend of Fatherless Families. Deseret News, Retrieved November 23, 2008, from http://findarticles.com/p/articles/mi_qn4188/is_20050801/ai_n14827899