Fathers as Sexuality Educators: Aspirations and Realities. An Interpretative Phenomenological Analysis

Men can play a significant role in teaching their children about
sexuality but fathers’ practices and perceptions in this domain
remain under explored. This study presents an Interpretative
Phenomenological Analysis of eight fathers’ perceptions and practices
in educating their ten-year-old children about physical maturation,
reproduction and relationships. A Foucauldian analysis with a focus on
governmentality and biopower revealed tensions and contradictions
between the fathers’ aspirations and their realities, which appeared
to be underpinned by the dynamic, contradictory, shifting, plural
nature of fatherhood identities. Whilst fathers wished to adhere to the
cultural imperative for father–child emotional closeness, a disparity
between their ambitions and their conduct emerged. Care appeared
to be a deeply gendered concept for the fathers and despite their
aspirations for an intimate relationship with their children, gendered
norms for motherhood and fatherhood prevailed resulting in passivity
in their role as sexuality educators. The study concludes by arguing
that challenges to structures and subcultural contexts, which may
deter fathers from fully engaging with their sons and daughters in
this aspect of communication are required.