Khám phá bản chất trải nghiệm của cha dượng: Nghiên cứu hiện tượng học của Melissa Harper

Exploring the Essence of Lived Experiences of Stepfathers: A Phenomenological Study by Melissa Harper A Dissertation Presented to the School of Humanities and Social Sciences of Nova Southeastern University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Nova Southeastern University 2009 Copyright by Melissa Harper May, 2009 Nova Southeastern University Graduate School of Humanities and Social Sciences This dissertation was submitted by Melissa Harper under the direction of the chair of the dissertation committee listed below. It was submitted to the Graduate School of Humanities and Social Sciences and approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Program of Marriage and Family Therapy at Nova Southeastern University. Approved: _______________________ ________________________ Date of Defense Chair ________________________ Member #1 ________________________ Member #2 _______________________ ________________________ Date of Final Approval Chair Acknowledgments First and foremost, thanks and praises to God for providing wisdom, and through his grace, favor, and purpose for my life all this was made possible. My faith belief system supplied the patience, strength, and endurance needed throughout this journey in the doctoral program.

To my chair, Dr. Patricia Cole, I am forever grateful for the insight, guidance, patience, and invaluable support she extended during this process. Our initial meeting was during the Narrative Therapy course, which she taught (my second semester at NSU), and it was then she encouraged me to enter the Ph. Later on in the program, I enrolled as her research assistant where I learned practical research procedures, and felt she would be effective in the position of chair for my dissertation.

Under her supervision for the dissertation, I developed writing skills for which I am indebted to her. I am also thankful to my committee members, Dr. Tommie Boyd and Dr. They both reviewed this research project with diligence while paying careful attention to content, substance, and punctuation to assist me in producing quality work of which I could be proud.

Their constructive feedback was intense, meticulous, and the necessary steps required for achieving a doctoral degree. Moreover, the Department of Family Therapy faculty prepared me for this dissertation and a career in family therapy. In addition, I must express thanks to the stepfathers who actually brought this study to fruition. They made it possible to complete this study, and I recognize the value of their time and willingness to be a part this study.

Their ability to share their stories enabled me to conduct this research project. iv To my family, notably my parents, Lazarus and Lana Bannis and Glenda and Kenneth Tyson, I am forever indebted. Your support, physically and emotionally, allowed me to remain focused to complete this task. You have supported me through your prayers, caring words, and motivation to be a productive member of society.

Your emphasis on education and embracing every opportunity this country offers propelled me to aim high and desire the most of life. My sister and brothers, Melica, Keishaw and Eshawn, deserve thanks for their encouragement at pivotal moments when most needed. Melica, you managed to keep me youthful through your spontaneity and “living life to its fullest” approach. Keishaw and Eshawn, you do what brothers do—think you’re in charge.

Special thanks to my Aunt Mary for her constant reminder of the importance of being “successful” and achieving an education for my personal benefit, not for others. Furthermore, to my friends, Claire, Lisa, and Tracy, who in one way or the other reminded me to persevere irrespective of what was transpiring. I owe gratitude to Ian, my significant other, who not only cheered me on, but was a constant source of encouragement. Your sense of humor, coupled with constructive criticism, made the experience manageable.

To my academic colleagues—Carlyn, Theo, Martine, and Luann, I am fortunate that you were present to share this educational journey. You were my sounding board, my consultants, and therapists (off the record) throughout this program. We shared memorable times during classes, and practicum became more bearable when you were around—for this, I am most grateful. In conclusion, as I feel this sense of pride in my accomplishments, you should also feel proud because each and every one of you collaborated with me on this venture.

v Table of Contents Acknowledgements …………………………………………………………. xii CHAPTER I: INTRODUCTION …………………………………. 1 Need for Research on Stepfamilies. 1 Definition of Terms ……………………………………………………………… 4 Theoretical Orientation ………………………………………….……………… 5 Purpose of the Study ……………………………………………….

8 Overview of Chapters …………………………………………………………. 9 CHAPTER II: REVIEW OF THE LITERATURE …………………………………11 Introduction ……………………………………………………………………. 12 Stepfamilies in Pre-Industrial Era (1600-1800) …………. 12 Attitudes toward Stepfamilies in Pre-Industrial Era …………………… 13 Formation of Stepfamilies in 20th Century (1900-Present).

15 Experiences of Stepfamilies in 20th Century …………………………… 17 Developmental Processes in Stepfamilies ……………………………………. 19 Current Literature on Formation, Structure, and Processes……………. 24 vi Family Dynamics and Configuration for Development ………………. 25 Features of Stepparent Identity ………………………………………… 28 Developmental Challenges during Early Stages ……………………………….

30 Developmental Challenges during Later Years ………………………………. 33 Development in Contemporary American Stepfamilies ………………………. 38 Cohabiters ……………………………………………………………… 39 Nonresident Stepparents ………………………………………………. 40 Family Functioning in Stepfamilies ………………………………………….

42 Perceptions of Stepparenting …………………………………………. 44 Boundary Issues and Perception of Stepparenting …………………. 54 Gay and Lesbian Stepfamilies ………………………………………. 54 Gay Stepfathers ………………………………………………………… 58 Immigrant Stepfamilies ………………………………………………… 60 Stepfamily Membership ……………………………………………………….

63 Children and Adolescents in Stepfamilies …. 63 Children Living in Stepfamilies ………………………………………. 65 Stability ………………………………………………………… 67 vii Adolescents Living in Stepfamilies …………………………………. 68 A Sense of “Belonging” ………………………….

71 Parent-Adolescent Relations …………………………………… 72 Stepmothers in Stepfamilies …………………………………………… 76 Stepfathers in Stepfamilies ……………………………………………. 79 Stepfathers: Gay Compared to Heterosexual…………………. 82 Stepfathers Perception of Stepfamily Relationships …………… 82 Adjustment to Step-fatherhood ………………………………… 85 Stepfather Involvement ………………………………………… 88 Stepfather Adoption …………………………………………. 90 Stepfamilies: Myths, Stereotypes, and the Media ……………………… 92 Stepfamilies Myths ………….

96 Therapeutic Interventions with Stepfamilies …………………………………. 100 Core Ingredients in the Treatment of Stepfamilies …………………… 101 Counseling Stepfathers ………………………………………………. 104 Precautionary and Preventive Care ……. 106 viii Importance of Exploring Stepfathers’ Experiences ………………………….

108 CHAPTER III: METHODOLOGY ………………………………………………. 110 Phenomenological Research and Family Therapy …………………. 112 Phenomenological Reduction ………………………………………………… 114 Epoche ………………………………………………………………… 114 Bracketing ……………………………………………………………. 115 Horizontalization ……………………………………………………… 116 Methodological Requirements ……………………………………………….

117 Method of Preparation …………………. 117 Sample ………………………………………………………………… 118 Data Collection ………………………………………………………. 120 Memoing and Field Notes ……………………………………. 123 Organizing and Analyzing ………………………………….

123 Delineating units of Meaning and Clustering to form Themes. 123 Textural and Structural Descriptions ………………………. 124 Composite Descriptions of Phenomenon ……………………. 125 Verification and Validation of Data ………………………………………….

126 Researcher’s Experience of the Phenomenon ……. 128 ix CHAPTER IV: FINDINGS OF THE STUDY ……………………………………. 131 Themes and Participants’ Narratives …………………………………. 136 Couple’s Relationship ………………………………………… 140 Stepfather’s Life ……………………………………………….

153 Textural, Structural, and Composite Descriptions of the Phenomenon ……. 159 Composite Textural-Structural Descriptions ………………………. 163 CHAPTER V: DISCUSSION AND IMPLICATIONS……………………………. 165 The Influence of Social Constructionism on Stepfathers’ Experiences …….

171 Limitations of the Study ……………………………………………………. 174 Implications for Future Research ……………………………………………. 174 Implications for Practice ……………………………………………………… 175 Reflections and Concluding Remarks ………………………………………… 177 References …………………………………………………………………. 210 Appendix A: Participant Consent Form …………………………………….

212 Appendix B: List of Guiding Questions ……………………………………… 215 Appendix C: Clustering and Organizing Horizons …………………………… 216 Biographical Sketch …………………………………………………………………. 224 xi Abstract The 2006 U. Bureau of Census reported that approximately one-third of all marriages in America today form stepfamilies. Furthermore, the National Stepfamily Resource Center (2007) indicated that most stepfamilies are headed by stepfathers.

The purpose of this study was to investigate the experiences of stepfathers, and whether these experiences may be influenced by social constructions. In this qualitative study, the researcher utilized a phenomenological methodology to uncover the essence of the stepfathers’ lived experiences. The research procedure involved interviews with stepfathers, who explored their decision in becoming stepfathers, their role, and level of satisfaction with stepfatherhood. The findings produced six overarching themes: 1) societal influences, 2) family structure, 3) couple’s relationship, 4) stepfather’s life, 5) stepchildren’s responses, and 6) support systems.

In the first theme, participants explored stories heard concerning stepfamilies, and how these influenced their views on being a stepfather. The second highlighted the differences between “starting” and “becoming” a family. The third detailed narratives concerning developing and safeguarding the couple’s relationship. Fourth, participants shared their overall experiences as stepfathers: challenges, benefits, and advice.

Additionally, they revealed their feelings and thoughts regarding hurtful words such as, “You are not my dad.” Last, they described how their support system impacted their success as stepfathers. The phenomenological research process ended by analyzing the data to uncover the textural-structural descriptions associated with the phenomenon. The textural descriptions highlighted “what” the stepfathers experienced, while the structural descriptions focused on “how” the phenomenon was experienced. xii The final methodological step required that the textural and structural descriptions be combined.

Through this process the essence and meaning of the phenomenon became magnified. The desire to be providers and a fatherly influence, while being supportive and committed husbands, created meaning to the experience. The essence was achieved from being an integral part of a system in which they never anticipated having membership; they dealt the cards life handed them. However, along with the contentment obtained, the stepfathers learned an important lesson—do not repeat this role if fate presented it again.

This lesson was learned through the classroom called life, with the subject likened to a huge pill to be swallowed but ingested nonetheless. xiii CHAPTER I: INTRODUCTION The U. Census Bureau Vital Statistics Report (2000) details a continuous increase in the number of stepfamilies in the U. Bureau of Census reports that approximately one-third of all marriages in America today form stepfamilies.

Furthermore, most of these families are being headed by stepfathers (National Stepfamily Resource Center, 2007). Although extensive research has addressed the positions of stepmothers and stepchildren in such families (Campbell, 1995; Christian, 2005; Dainton, 1993; Jones, 2004; Quick, McKenry, & Newman, 1994; Salwen, 1990; Whitting, Smith, Barnet, & Grafsky, 2007), some researchers (Claxton-Oldfield, O’Neil, Thompson, & Gallant, 2005; Current-Juretschko & Bigner, 2005; Fine, Ganong, & Coleman, 1997; White & Gilbreth, 2001) believe more research is needed on the topic of stepfathers. Therapists and other mental health professionals working with stepfamilies may benefit from an awareness of how stepfathers view their roles thereby effectively addressing some stepfamily issues. Statistical evidence shows that half of all marriages end in divorce (50%), and of those who remarry, 70% of these new unions also end in divorce (U.

Therefore, it is necessary to research this population to gain further insight on the dynamics of stepfathers, and the stepfamilies in which they reside. Need for Research on Stepfamilies Stepparents continue to be the focus of conversation for many emotional, financial, and societal reasons. When two people marry, they pledge a lifelong commitment to each other. Unfortunately, particularly when that union has produced children, nothing is certain and people fall out of love.

Divorce, in many cases, becomes inevitable and couples may choose to part ways to maintain sanity, dignity, and 1 2 emotional and physical safety for themselves and for their children (Amato, 2000; Biblaz & Gottainer, 2000; Wineberg, 1999). Stepfamilies are formed when couples who have children from a previous union, which has ended, forms a new union. It is this phenomenon that brings the issue of stepparenting to the fore. The continued increase in the number of stepfamilies did not occur overnight.

In the mid-1980s, there was a lack of attention placed on the growing number of stepfamilies (Weaver, Umana-Taylor, Hans, & Malia, 2001). In fact, Weaver et al. found the lack of attention paid to stepfamilies to be surprising given the current trends. With the reality of children being a part of these unions, one would think that more attention would be given to such families.

During the early 1990s, additional empirical research (Amato & Keith, 1991; Beer, 1991; Bray, 1993a, 1994a; Bray & Berger, 1993; Bumpass, Raley, & Sweet, 1995; Fine & Kurdek, 1994; Weaver et al.) was conducted on stepfamilies and the issues they faced.