Engaging Fathers in Foundation Phase Education: A Pathway to Gender Equality and Positive Masculinities

Limited father engagement in early childhood education affects children’s social development and perpetuates traditional gender roles, hindering efforts to promote gender equality and positive masculinities. This article investigates how father involvement in the Foundation Phase contributes to fostering gender equality and modelling positive masculinities. Using Bronfenbrenner’s Ecological Systems Theory as a framework, the article employed a qualitative case study design, collecting data through semi-structured interviews and focus groups with 40 fathers, 8 teachers, and 4 school administrators from rural and semi-urban primary schools in South Africa’s Vhembe District. Purposive sampling ensured diverse participant representation. Thematic analysis revealed that active father participation challenges traditional gender norms, models respectful behaviours, and facilitates open discussions on gender roles, thereby promoting gender equality and nurturing positive masculinities. Fathers’ involvement also highlighted the importance of redefining caregiving roles, showcasing the nurturing aspects of fatherhood. To ensure the article’s rigor, trustworthiness was achieved through member checking, peer review, and data triangulation, with ethical considerations such as informed consent and confidentiality adhered to throughout. The article recommends the development of school programs aimed at encouraging father engagement and providing training for educators to facilitate active male participation in early education. These findings contribute to scholarship by emphasizing the transformative role of fathers in promoting gender-equitable, inclusive learning environments and offer practical strategies for enhancing father involvement in early childhood education. Keywords: Father engagement; Gender equality; Positive masculinities; Early Childhood Education; Role modelling