This report describes the goals and results of a 2-year project which employed 20 male high school students from low income families for two hours per week as teacher assistants in seven day care centers and preschool programs, thereby providing male contact for children from female-dominated, single-parent families enrolled in female-dominated centers and programs. Students videotaped some of their activities with the children, and the tapes are shown twice weekly to local cable TV subscribers. Personality and school attendance measures were collected for the high school students. In addition, student participants and teachers in the centers filled out several evaluation forms. Self-concept and cognitive development measures were collected for both the experimental and control groups of preschool children, a total of 214 subjects. Results indicated that the program was successful for the high school students. However, no statistically significant differences were found between the groups of preschool children. Conclusions and recommendations are offered. Appendices include description of the self-concept test, examples of evaluation forms, and case studies of several students. (ED)