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This article addresses the sustainability of extensive paternal involvement in caregiving by applying a temporal approach to understandings of the journeys of primary‐ and equal‐carer fathers and their families. Drawing on a second phase of interviews with UK fathers first spoken to 5 years earlier, we explore continuities and changes in their roles, identities and outlooks as their caregiving journeys progressed and their children became older. Specifically, we explore how fathers and their families negotiated significant moments of change that had the potential to prompt reflection or reorientation, moments that we term caregiving crossroads. Through doing so, we highlight how, in spite of shifts in their arrangements and understandings, the embeddedness of fathers' caregiving routines, bonds and identities had apparently enabled their commitment to counter‐normative roles to endure through such crossroads. We also outline, however, how gendered limitations to some aspects of the scope of their caregiving seemed also to persist as their journeys as fathers progressed. [ABSTRACT FROM AUTHOR]

Parental involvement in education has taken on a new importance in contemporary society as a result of the rise of ideas associated with 'parental determinism', the desire of neoliberal states to shift responsibility for educational outcomes onto families, and the increasing salience of educational qualifications in processes of social -reproduction. Nevertheless, extant research has indicated that such responsibilities typically fall on mothers rather than fathers. Drawing on a two-wave study, this article explores the experiences of UK families in which fathers had taken on at least equal responsibility for the care of their young children, focussing specifically on whether the 'labour' associated with education was also distributed more equally. It shows that education was a notable area in which inequalities continued to be played out – because of assumptions about maternal responsibility, but also the active role performed by schools and parent groups in reinforcing traditional gender roles. [ABSTRACT FROM AUTHOR]