Compu-dads in Texas —
Building Computers and Father Involvement

The Community Action Corporation of South Texas Early Head Start (CACOST EHS) program began its Compu-Dad project with very specific goals in mind. CACOST wanted to target non-custodial fathers who had little involvement with their infants and toddlers and help the dads make money that would go directly to child support payments. Another goal was to increase the fathers’ involvement in their children’s lives. At the same time, the project would fulfill a need in the community by training the fathers in marketable, cutting- edge computer technology.

It sounds almost too good to be true. In fact, Fatherhood Coordinator and single father Rene Raymond, when first pitching the program to young fathers who were still in high school, reports that was the first response to the program—the fathers wondered, “What’s the catch?” “No catch,” Rene assured them.

Features of the Compu-Dad Project
The project targeted 20 biological fathers with “fragile-family” characteristics, meaning they were unwed, noncustodial, low-income, unskilled, and young. Rene describes the fathers, “Our youngest dad was 14; the average age of dads was 21; the oldest was 35. They had very low incomes, averaging $13,500. Most had full-time jobs. Two had white-collar jobs. Some were in school.”

Compu-Dad targeted non-custodial dads because many other programs target custodial parents and also because the first three years are critical to a child’s healthy development. “This is the best time to bring dad back into the family picture,” Rene believes.

The program kicked off in 2002, when the Texas Department of Housing and Community Affairs donated 19 used, complete computer systems to Compu-Dad. The fathers rebuilt the computers and purchased and installed new parts and software to create stateof- the-art machines.

The three counties served by the agency, which is located in Alice, Texas, are predominantly rural and home to many low-income families. Rene explains that when Compu-Dad was created, many families could not afford to buy new computers. The technology divide was widening. Through Compu-Dad, “We were able to address a need in our community and provide affordable computers to more people,” says Rene. All Dads were learning marketable skills and contributing to their financial responsibility in raising a child.

CACOST found community support for the Compu-Dad project . The agency partnered with local high schools to ensure that fathers received credit for participation in the program. Training to learn the skills necessary to perform this technological work was provided (at no cost to the fathers) at the Coastal Bend College’s extension campus in Alice. The fathers had the classes to themselves. This arrangement ensured that the fathers would be comfortable and bond as a group.

CACOST created business cards for each of the fathers. Additionally, CACOST set up a lab/work space in its building so that the fathers could come in anytime to work. If they wanted to pursue any of their own business enterprises, they had free access to computers, a fax machine, telephone, and other office equipment. Nearly half of the dads have gotten additional work through referrals.

Increasing Father Involvement
Another important component of the Compu-Dad project was increasing the fathers’ involvement in their children’s lives. Dads were encouraged to volunteer in the centers and to be present during home visits. They attended EHS activities, such as orientation, open house, fundraising, and field trips with the children. One father in the project sat on the EHS Advisory Committee.

CACOST coordinated a variety of family activities which were fun and game-like. The dads in the Compu-Dad program and the mothers worked together as a team to win points and at the end, the winning family received a prize. In the process of having fun, the parents were improving their communication skills. The activities also were a delight for the children, who enjoyed seeing their parents working together. The agency also conducted other activities that appealed to the fathers, such as a Christmas holiday celebration, workshops on such topics as communication skills for moms and dads, and the annual Breakfast with Dad.

Dads in the program participated in bi-monthly sessions facilitated by Rene using the 21st Century Exploring Parenting curriculum. A variety of discussion topics were chosen by the dads, such as finances and early childhood development. They scheduled the sessions at times convenient for them, often on weekends or evenings.

Successes of Compu-Dad
The computer training has been a success. Fathers have learned the skills necessary to refurbish computers, as well as the skills to do some of their own computer repair and troubleshooting on the side. One positive outcome of Compu- Dad is that CACOST hired one of the fathers as a computer technician after he earned an Associate’s degree in computer technology.

Most of the Compu-Dads had little or no involvement in their children’s lives initially. However, because of the support they received from the program, many have developed relationships and have become connected to their children. One non-residential father in the first year of the program, Rene recalls, did not like to pick up or hold his daughter. “Why?” Rene asked. “Because she shows no affection for me most of the time,” the father said. Rene explained to the father that becoming a part of a child’s life requires time. “You have to work on it and be patient,” he advised. By the second year of Compu-Dad, the father had a very different attitude. He spent more and more time with his daughter, and at the end of his custodial weekend, he was sad to say good-by and return her to her mother’s home. He and his daughter had established a close, loving relationship.

The program has made a difference for the mothers as well. Rene reports that although many mothers doubted that the dads would be interested in getting more involved in their children’s lives, they were pleasantly surprised. They saw a difference in the fathers; many fathers did become more active and were willing to work with the mothers in order to contribute to their child’s positive development.

As a result of the Compu-Dad project, Rene believes that staff members have gained a better understanding of the importance of the role fathers play in the lives of their children. The center is now more “father-friendly” and displays posters that show fathers in a positive light.

Ideally, after a child leaves EHS, other programs should continue to facilitate and encourage father involvement. The public schools in Alice, Texas, are in the early stages of a father involvement program for children entering the school system.

To measure success, CACOST developed a fatherhood profile. When fathers began the program, they completed a fatherhood profile that measured four dimensions, including involvement, consistency, awareness, and nurturance. The fathers scored their responses and determined if they were low in any of the areas. Initially, most dads had average scores. Each dad created a one year plan to improve. Their scores increased after a year in the program, when they completed the profile again.

Challenges
One of the biggest unanticipated challenges and a surprise for Rene was the initial lack of support from roughly half of the young fathers’ parents. CACOST did not expect that young EHS fathers would have parents that would influence their lives. These parents, he speculates, wanted their sons to use their time outside of school to work and make money, not to attend classes. Happily, after discussions, many of the parents who objected became supportive.

When Compu-Dad started, there were only one or two computer repair facilities in the area. However, the market has become very competitive. Also, new computers have became more affordable, and buyers are less likely to want to repair or purchase used ones. Therefore, the fathers’ skills are not in as much demand as they were three years ago.

What does the future hold?
Compu-Dad ended in January 2004. CACOST plans to continue working with the community college to offer free computer classes through the end of the current school year. The agency also is considering initiating new projects that will continue to involve fathers while addressing the employment and business needs of the community.

Written by Bulletin staff based on interviews with Rene Raymond and review of program materials.

Rene Raymond is Parent Involvement Specialist at CACOST in Alice, TX. T: 361-664-5515; E: rene.raymond@cacost.org.