Parental Attitudes to Education - Essay Example

?Running Head: Parental Attitudes to Education Parental Attitudes to Education [Institute’s Parental Attitudes to Education Introduction For many decades, education has remained an imperative notion among researchers since it plays an essential role in determining whole life of an individual and thus, experts have been looking at different perspectives that can help educators in building a better education system. In this regard, it is an observation that many factors play a crucial role in academic achievement of students, such as teacher’s involvement, school environment, home environment, etc; and one such important factor is attitude of parents towards education. There is consensus among researchers that parents’ attitude is the most essential factor that determines participation of students in a school and subsequently, their school attendance. For instance, it is likely that children having parents with positive attitude are more likely to remain present in the school in comparison to the children whose parents may have a negative attitude towards education. In this regard, parents act as mediating agents that influence educational journey of a child positive or negatively. While there is consensus regarding important role of parental attitude to education, researchers have indicated that these attitudes are not same everywhere and various factors determine nature of these attitudes that vary from language, race, ethnicity, region, and most importantly, socio-economic status of a family. It is presumed by many that low socio-economic status causes negativity in attitude of parents that then affects their children’s education adversely. On the other hand, middle-class families are more likely to have a positive attitude towards education. For this purpose, this paper assumes that parental attitudes to education vary within and across classes, and the discussion will help in better understanding of the topic and whether attitudes vary or not. Discussion Before investigating variation in these attitudes, particularly towards education, it is essential to understand connotations attached to it. Particularly, parental attitude is nothing but a gauge to determine involvement of parents in something related to their child. It can be sports, career, education or anything else. Studies have indicated that parental involvement plays an essential role in developing personality of an individual, and it is likely that children with parental support are more likely to manage events of their lives effectively in comparison to children who are unfortunate to have involvement of their parents. As the result, besides schooling, parental involvement and broadly, parental attitude shapes social presence of a child in the society. In the year 1983, Turnbull indicated that parents basically play four roles in lives of their children. Firstly, they act as decision-makers and when it comes to education, from the very early age till high schooling and even till graduation; parents determine and decide the field of education for their children. Secondly, parents play the role of pure parents where they take care of their children as guardians in their good as well as bad times. Thirdly, parents act as teachers since children learn more from their family members, especially parents than they do from schooling, and lastly, parents act as advocates of their children as they support them in any or every case. These four roles of parents indicate the significance that parental attitudes, especially towards education hold since variation in their attitude may change the whole scenario and journey of their children (Kroth, 1981, pp. 23-39). In this regard, while parents determine most of the important aspects of their child, it is important to explore the areas that determine parents’ attitude toward something. Experts (Tait, 1972, pp. 139-149) indicated that psychological well-being of parents is very important to determine whether their attitudes will be positive or negative towards something. This psychological well-being has a lot to do with the amount of ease and/or difficulties that parents go through while nurturing their children and that then determines the tool with which parents decode every situation or issue during their lives. In this regard, experts argue that parents with low socio-economic status are more likely to confront greater difficulties in their lives in comparison to parents with higher socio-economic status, and therefore, their attitudes towards education will always vary from one class to another. Moreover, consistency is an important characteristic of parental attitude or parental involvement that plays an essential role in lives of children. Experts (Dornbusch & Ritter, 1988, pp. 75-77) argue that parents with low socio-economic status are not able to ensure this imperative attribute of consistency in their attitudes or involvement in educational lives of their children that results in their negative attitude towards it. On the other hand, families with higher socio-economic status are more likely to confront lesser difficulties and thus, parents in such families are usually able to remain consistent in their attitudes and involvement in educational lives of their children. More importantly, this attitude and involvement does not only determine area of education that a child takes in his/her future but it also results in greater influence on academic achievement of a child since researchers have indicated direct and strong relationship of parental involvement with academic achievement of children in schools (Lee, 2002). While determining variation in parental attitude and their involvement towards education, it is important to agree to the fact that education in current era has not remained a complimentary notion and entails a lot of cost, especially in developing countries where even elementary schooling is still not free of cost. As the result, cost factor acts as an influential factor that determines the nature of parental attitudes toward education, and that is the reason of higher number of children enrolled in schools that belong to families with better socio-economic status (Basu, 1999, pp. 1083-1099). In other words, it is less likely that parents having better socio-economic status will consider costs connected to education as a hindrance or even luxury whereas for families with lower socio-economic status, fees and other education-related expenses exist as an obstacle for them to take education as a positive notion in their lives. Moreover, in very low socio-economic status families, education does not only increase the number of expenses but it also reduces the amount of family income since children in such families are expected to work for additional income. As children get involved in the process of education, they are unable to support their families financially for a limited period, which then results in negative attitude of their parents towards education (Basu, 1999, pp. 1083-1099). One of the basic reasons behind this negativity is lack of awareness among parents regarding long-term benefits of education since they consider education as only acquisition of knowledge and consequently, waste of time. As the result, parents create negative attitudes towards education and positive attitudes towards early employment of their children even if it is in the form of child labor since it fulfills primary requirement of families with low socio-economic backgrounds. This can be related to the notion of ‘concerted cultivation’ (Irwin & Elley, 2011, pp. 480-495) where working class families are more concerned with fulfillment of primary growth requirements of children whereas middle and upper class parents focus more than only the physical development of children. In addition to family income, it has been an observation that labor market also plays a crucial role in determining positive or negative attitudes of parents towards education. In this current era of global competition and more importantly, global recession, there has been a decline in the number of available jobs and hence increment in the rate of unemployment all over the globe. Parents come across educated individuals who do not have jobs, as well as educated individuals who do not get appropriate jobs according to their educational achievement. These observations and interactions with educated individuals directly or indirectly causes negative attitudes towards education since parents become unsure and feel insecure regarding appropriate returns of investment in educational lives of their children. As the result, parents with low socio economic backgrounds are more likely to have a negative attitude or it will be appropriate to state that less-influencing attitude towards education for their children, which results in no enrollment of their children or either drop out of their children after primary education that has been evident from sufficient studies (UNESCO, 2010). Another primary reason of negative attitudes of parents towards education is their own socio-economic status, especially when they had acquired basic education. This causes disagreement in their perspectives regarding efficacy of education. On the other hand, there have been instances where parents in low socio-economic classes indicated their intention to ensure educational life of their children so that their children may not face the same hurdles and difficulties that they have confronted in lives (Breen & Goldthorpe, 1997, pp. 275-290). This indicates variation in the same social class as well signifying that even in the same social class, many other factors play their role that determine parental attitudes toward education. One of such factors is personal experience of parents that establishes their standpoints toward life and particularly towards education. Similarly, social setting of the families is an imperative factor that cultivates or discourages positive attitudes towards education. For instance, in many developing countries, especially in tribal areas, education is not an important notion and when it comes to girls, it is not at all essential since girls are expected to stay at home and take care of children that have been one of the reasons of negative attitudes towards education. Similarly, families where mothers are educated, there have been ample evidence indicating positive attitudes of parents towards education since educated mothers are able to transfer their broad-minded perspectives to the next generation, which results in positive attitudes even in cases of socio-economic classes (Smits, Huisman, & Kruijff, 2008). Besides abovementioned factor, income of parents is the strongest factor that determines continuance of education. Researchers (Breen & Goldthorpe, 1997, pp. 275-290) have indicated that parents especially fathers who are working as salaried employees have shown positive attitudes towards education of their children since they are aware of the fact that their children will be able to achieve more with higher-level education. On the other hand, there have been instances (Bhalotra & Heady, 2003, pp. 197-227) where parents with higher socio-economic classes have shown negative attitudes towards education. According to them, education is only a tool to acquire employment and acquisition of knowledge is not as important that inclines them to focus more on transference of capital to their children rather than investing that money in education of their children (Blau & Duncan, 1967). This trend is evident in farmers, property owners, and business proprietors whereas parents involved in dependent employment are more likely to invest in their children’s education. From this example, it seems that educational attitudes of parents vary from and within social classes but there is no strong relationship between low socio-economic status and negative attitudes towards education, and many other factors interplay in this process (Bhalotra & Heady, 2003, pp. 197-227). However, experts have indicated strong relationship of parental attitudes and academic achievement. Studies (Bhalotra & Heady, 2003, pp. 197-227) have indicated that negative attitudes of parents point towards their lack of encouragement and involvement in education-related activities. As the result, this results low levels of motivation, as well as decline in the levels of self-esteem, which surely affects academic achievement of students. On the other hand, children are more likely to do well in their education with positive attitude and support from their parents. While the paper has more focus on variation in parental attitudes towards education, it will now include a study that will indicate influence of social classes on such attitudes. In the year 2009, researchers (Huisman & Smits, n.p) carried out a study in India to investigate the impact of socio-economic factors on enrollment in primary schools. They concluded that socio-economic factors, especially household income plays the most determining role in inclining parents towards or away from education. Findings of this study supported results of a previous study (Mingat, 2007) that concluded the same two years ago. Another study was carried out in the year 1991 and 1992 when Bauch and Useem respectively also found the same strong correlation of socio economic status with parental attitudes towards education. Conclusion Conclusively, the paper discussed some of the different aspects that interplay around the notion of attitudes of parents towards education and which indicated that attitudes do vary within and across social classes in a society. However, there is need of further research in this regard that will qualify this assumption as reliable and valid to build a consensus on the issue. The discussion threw light that there is a relationship between parental attitudes or parental involvement with socio economic status; however, government can play a considerable role in reducing disparity between classes by organizing awareness campaigns related to the benefits of education through efficient utilization of mass media, especially in tribal or areas of low socio-economic status. Although there has been significant alteration in attitudes of parents towards education through role of civil society; however, barriers still exist that are hindering the process of education delivery across classes globally. Advancements in the field of information and technology have also changed the perspective of education where there is now also a notion of lifelong learning that allows adults to acquire education without any embarrassment. Thus, one can endeavor to transform negative attitudes into positive attitudes of parents regarding education and its significance in an individual’s life, as well as in the society. Although few findings indicate relation of parental attitude with socio-economic status, however, it will be inappropriate to generalize the assumption for all low socio-economic parents. In developed, as well as in developing countries, education has become an expensive notion and therefore, cost factor will always be a determining factor but an evidence-based practitioner should always consider other mediating factors that influence and add variation in parental attitudes towards education. Moreover, besides government, public and private schools (Epstein, 1991) can also play a constructive role in reducing this variation in attitudes by ensuring maximum participation of parents in their children’s activities and different phases of development that will resolve the issue of dropouts and will encourage parents to continue their children’s educational journey with a positive attitude. Furthermore, efforts towards creation of new employment opportunities for graduating students will also help in inspiring parents to have a positive attitude towards education. Finally, the paper included discussion and deliberation on attitudes of parents towards education. The paper also included analysis of different studies and perspectives of researchers that indicated relation of parental attitudes with socio-economic classes; however, it is anticipation that future researches on large scale in this regard will allow a more comprehensive and updated understanding of the variation regarding education and its significance that exist in the society. It is an expectation of the researcher that the paper will be beneficial for students, teachers, and professionals in better understanding of the topic. References Basu, K. 1999. “Child labour, consequence, and cure, with remarks on international labour standards.” Journal of Economic Literature, Vol. 3, pp. 1083–1119. Bauch, P. A. 1991. “Linking reasons for parent choice and involvement for minority families in Catholic high schools.” International Journal of Educational Research, Vol. 15, No. 3/4, pp. 311-322. 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Turnbull, A. 1983. Systematic Instruction of the Moderately and Severely Handicapped (2nd Edition), Englewood Cliffs, New Jersey; Merill/ Prentice Hall. UNESCO. 2010. Education For All Global Monitoring Report 2010: Reaching the Marginalized. Paris: UNESCO. Useem, E. 1992. “Middle schools and math groups: Parents’ involvement in children’s placement.” Sociology of Education, Vol. 65, pp. 263-279. Read More