msw project report.docx

7/25/2019 msw project report.docx

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PARENTS ATTITUDE TOWARDS SCHOOLING

AND EDUCATION OF CHILDREN

Project Report Submitted

to

AHATA GHANDHI CHITRA!OOT "ISHWA"ID#ALA#A

CHITRA!OOT $SATNA %&P&'

For the partial fulfillment of the requirement in

()ter) De*ree in

Soci(+ Wor,

Guided -./ Submitted b.:

Dr. Bhaswati Patnaik Hemant Singh SisodiyaAssociate Professor oll !o:"#$%&'()(#&*&+

Humanities , So. Sciences

Di)t(0ce Educ(tio0 Ce0ter

DE"I RUDRAPRI#A SHI!SHA PRASA SAITI& CHHATARPUR&


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CERTIFICATE

-his is to certify that )& Hem(0t Si0*1 Si)odi.( has carried out the research

emodied in the present dissertation entitled /P(re0t) Attitude to2(rd)

Sc1oo+i0* (0d Educ(tio0 o3 C1i+dre04 under my super0ision for the award

of the 1aster2s degree in Social 3ork of the !ational 4nstitute of -echnology5

4ndore. -his dissertation is an independent work and does not constitute part

of any material sumitted for any research degree or diploma here or elsewhere.

%Pro3& -1()2(ti P(t0(i,'

Re)e(rc1 Super5i)or


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AC!NOWLEDGEEN

T

This acknowledgement is not merely a formal thanks note; it is the best way I could

attempt to convey my sincere gratitude and respect for those who have been indispensable

in completing this project.

First of all, I would like to express my profound veneration and deep sense of gratitude to

my research supervisor, rof. !haswati atnaik, for instilling the confidence in me through

her inspirational words and providing me with invaluable comments and criticism on

many issues. I will always be indebted to her for constantly rendering timely advice andsparing valuable time as and when re"uired.

I am also grateful to the #ead of the $epartment as well as all the faculty members in the

$epartment. Their encouragement from time to time has helped me to travel eventually

towards the completion of this project report. %pecifically, I would like to thank rof. &.

radhan, who kindly arranged for my summer internship in a reputed organi'ation. The

internship gave me the much needed professional experience. (ver the months, my

rofessors have given a lot of suggestions and advice to improve my career. I am proud to

be a student of this $epartment and grateful to be a student of )ational Institute of

Technology, Indore.

I would also like to thank my parents, who provided me monetary help and moral support,

with which I carried out this project.

*ast, but not the least, I am grateful to the +lmighty god for the kind blessings which helped

me to carry out the work without any difficulty.

Hemant Singh Sisodiya


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CONTENTS

C1(pter $ I P(*e No&

I0troductio0 (0d -(c,*rou0d o3 t1e Stud. 6768

#.# 6ducation in 4ndia: Post 4ndependence period $

#.) -he 7onstitution of 4ndia and 6ducation $

#.$ ight to 6ducation )& 8

#.8 6ducation in 1adhya Pradesh 8

#.8.# Primary 6ducation 9

#.8.) pper primary education 9

#.8.$ Secondary education (#.8.8 -rial 6ducation (

#.9 Socio"economic Status and 6ducation *

#.( 3omen 6ducation +

#.' Parental Attitude and 4n0ol0ement in children2s 6ducation #&

#.* Significance of the Study and Statement of the Prolem #)

#.+ ;iterature #9

).#.# e0iew of Studies on Socio"economic Status and 6ducation #(

).#.) e0iew of Studies on Attitude of Parents and 4mpact on

6ducation #*

).#.$ e0iew of Studies on Parental 4n0ol0ement in 6ducation #+).) 7onceptual Framework )#

C1(pter $ III

et1od (0d De)i*0 o3 t1e Stud. :87:.

.

6&9&9 Trib(+ Educ(tio0

-raditionally referred to as adi0asis5 tries5 or trials5 scheduled tries CS-s constitute aout

+ of 4ndia2s population. Despite di0ersity in their community history5 languages5 production

practices5 and relationships with the non"trial world5 approimately *' million 4ndians fall

under the adi0asi population5 of which nomadic and denotified communities CD!-s5 are at a

pro


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the medium of instruction Ci.e. state language5 teacher asenteeism and attitude5 opportunity cost

of time spent in school Cparticularly for girls5 large seasonal migration etc. >ow literacy rates in

trial communities continue to indicate a need for o0erarching support that tackles issues from

health.

S-s are one of the most depri0ed and marginali@ed groups with respect to education5 a host

of programmes , measures were initiated e0er since the independence. 6lementary education is

a priority area in the trial Su"plans from the 9th

fi0e year plan. -rial education is important for

total de0elopment of trial communities.

;ut of the S- child population of #( million in the age group of ("#8 years5 more than #8

million C## million at primary stage , $ million upper primary stage S- children are attending

schools during )&&&".Cselected educational statistics )&"&). 4t means aout ) million S-

children were not attending school during )&"&).

Despite the education initiati0es5 there is disparity among the states in terms of trial literacy

rates ranging from *) in 1i@oram to #' in Andhra Pradesh. -he S- literacy rate continues to

e elow the national a0erage of )+.( C?o0inda5 )&&)5 with literacy rates among trial

communities Cin particular women tending to e the lowest. -here eist areas in the trial"

dominated districts across 4ndia that remains largely unser0ed y primary education facilities.

-rial children tend to inhait forests and hard"to"reach areas where dwellings are spread and

access to good quality education is more limited. >ow enrolment coupled with soaring drop"out

rates in primary schools eacerates the prolem5 which has its origin in a gamut of inter"related

cultural and socio"economic 0ariales. Adi0asis are associated with a certain stigma and

eha0ior5 which can e partially tackled through a change in mindset among non"trials.

-here is a need to pro0ide special care and opportunities to the traditional disad0antaged

population in a democratic society. 4t is with this in 0iew that the constitution pro0ides an ideal

of 6quality of opportunities2.

6&< Socio7eco0omic St(tu) (0d Educ(tio0

-he education of children is influenced y interplay of a range of factors at school5 society

and family5 especially for the trial children. For school participation5 it is important that all the

three factors should e positi0e or at least one or two factors should e strongly fa0ourale.


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Both in de0eloped and de0eloping countries5 children from families with more socio"economic

resources are more often enrolled in school. For wealthier families5 the direct costs associated

with education5 such as fees5 ooks and uniforms are less likely to e an ostacle. ;pportunity

costs of children not eing ale to help at home5 at the family farm or y earning additional

income through child laour5 are also less important to them C60angelista de 7ar0alho Filho5

)&&*E Basu5 #+++.

Besides household wealth5 the educational le0el and laour market position of the parents is

epected to play a role. -here is ample e0idence that children from etter educated parents more

often go to school and tend to drop out less C!6S7;5 )&. Parents who ha0e reached a

certain educational le0el might want their children to achie0e at least that le0el CBreen ,

?oldthorpe5 #++'. For educational enrolment of girls5 education of the mother might e

especially important C6merson , Portela Sou@a5 )&&'E Shu5 )&&8E =amhampati , Pal5 )&E

Fuller5 Singer and =eiley5 #++9. 1others who ha0e succeeded in completing a certain le0el of

education ha0e eperienced its 0alue and know that it is within the reach of girls to complete that

le0el. -herefore5 we epect them to use the power and insights deri0ed from their higher

education to make sure that their daughters are educated too CSmits , ?JndJ@"HogKr5 )&&(.

-he income of the parents plays a strong determinant of children education. egarding father2s

laor market position5 we epect fathers who are in salaried employment to e more aware of the

importance of education and hence to in0est more in their children2s education CBreen ,

?oldthorpe5 #++'. -he children themsel0es may also e more aware of the enefits of

education. ;n the other hand5 parents are less likely to in0est in their children2s education when

direct occupational transmission or transference of capital is a 0iale option to otain a good

position in society for their children C-reiman , ?an@eoom5 #++&E Blau , Duncan5 #+('.

Hence farmers and usiness owners may feel less need to in0est in their children2s education

than people in dependent employment. Also5 for small farmers the opportunity costs of sending

their children to school may e high5 since they are more likely to epect their children to help

out tending the land and rearing li0estock5 especially during peak working times CBhalotra ,Heady )&&$E Basu5 Das , Dutta5 )&&$.

4t is pro0ed that in =erela5 it has achie0ed cent percent literacy and where the health and HD4

indicators are comparale to that of nited States due to parental fa0oraleness towards child2s

schooling and sending children to school is a social norm in =erela.


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6arlier studies pro0ed that the reasons for poor access to schooling in trial areas efore

#+*&s was the high norm on population5 numer of children and distance for opening new

schools. 1ost of the states ha0e relaed these norms to enale setting up schools e0en in small

trial hamlets. -his5 along with other measures has impro0ed access in trial areas. For eample"

Andhra Pradesh has relaed norms to set up schools in haitations e0en with )& school age

children.

Surrounding or home en0ironment is one of the important factors influencing the educational

de0elopment. 1a


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=esha0 7handra Sen5 D.=. =ar0e and aindranath -agore among others5 were great ad0ocates

of women2s education. 4n #**)5 the 4ndian 6ducation 7ommission5 also known as the Hunter

7ommission5 ad0ocated'enana education for women within the home in se segregated societies.

4t had emphasi@ed the need to ha0e a different curriculum for girls in tune with the role they were

epected to fulfill.

-he 3omen2s 6ducation 7ommittee of the 7entral Ad0isory Board of 6ducation5 had5 in

#+$(5 fa0ored co"education at the primary stage5 ut where the numers were large5 separate

schools were desirale. 4t wanted some women teachers to e appointed. 4t is pointed out that

wastage at primary le0el was greater for girls than for oys5 proaly ecause of the perception

that education was really not necessary for girls5 or that there were not enough suitale teachers

and con0eniences in schools5 or perhaps ecause the lessons seemed oring and useless. -hough

the position is much impro0ed5 these perceptions still stand in the way of letting girls go to school

and reach at least the matriculation stage.

-he early years of )&th

century saw remarkale acti0ity on the women2s education front when

many women missionaries came to 4ndia and ga0e a oost to women2s education.

6&= P(re0t(+ Attitude (0d I05o+5eme0t i0 c1i+dre0) Educ(tio0

Family in0ol0ement is the strongest predictor of child educational outcomes. -his dimension

associated significantly with childrens moti0ation to learn5 attention5 task persistence5 recepti0e

0ocaulary skills5 and low conduct prolems. Family in0ol0ement in education has een

identified as a eneficial factor in young childrens learning C!ational esearch 7ouncil N!7O5

)&E .S. Department of 6ducation5 )&&&. 4t is5 therefore5 a key component of national

educational policies and early childhood programs. 1uch of the research on parent in0ol0ement5

as it relates to childrens outcomes5 has emphasi@ed the relationship etween specific parent

in0ol0ement eha0iors and childrens achie0ement. Parental in0ol0ement at school Ce.g.5 with

school acti0ities5 direct communication with teachers and administrators is associated with

greater achie0ement in mathematics and reading C?riffith5 #++(E eynolds5 #++)E Sui"7hu ,3illms5 #++(. Higher le0els of parent in0ol0ement in their childrens educational eperiences at

home Ce.g.5 super0ision and monitoring5 daily con0ersations aout school ha0e een associated

with childrens higher achie0ement scores in reading and writing5 as well as higher report card

grades C6pstein5 #++#E ?riffith5 #++(E Sui"7hu , 3illms5 #++(E =eith et al.5 #++*. ;ther


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research has shown that parental eliefs and epectations aout their childrens learning are

strongly related to childrens eliefs aout their own competencies5 as well as their achie0ement

C?alper5 3igfield5 , Seefeldt5 #++'. Parents who e0idenced high le0els of school contact

C0olunteering in the classroom5 participating in educational workshops5 attending Policy 7ouncil

meetings had children who demonstrated greater social competency than children of parents with

lower le0els of school contact CParker et al.5 #++'. 4t was hypothesi@ed that home"ased

in0ol0ement would e most strongly associated with positi0e classroom learning outcomes and

that direct school"ased in0ol0ement would predict lower le0els of conduct prolems. Home"

Based 4n0ol0ement acti0ities5 such as reading to a child at home5 pro0iding a place for

educational acti0ities5 and asking a child aout school5 e0idenced the strongest relationships to

later preschool classroom competencies. -hese acti0ities were related to childrens approaches to

learning5 especially moti0ation and attention%persistence5 and were found to relate positi0ely to

recepti0e 0ocaulary.

-he attitude of the parents signifies that the supporting nature of family in their children2s

education. -he parental attitude can e negati0e or positi0e. -he negati0e attitude of the parents

regarding education and schooling can pre0ent their children from getting education. 3ith less

parental support in school work5 low le0el of moti0ation and poor self"esteem of children can

result Positi0e attitude of the parents can e eneficial to their children in many cases and can e

reflected in impro0ement in class performance5 creating interest among children to learn5 and

higher achie0ement scores in reading and writing.

-he growing awareness regarding education makes many families 0alue their children2s

education and act fa0oraly towards schooling and education of their children. -hey ecome a

part of the decision making process of school5 and decide their children2s future regarding higher

education. -herefore5 it is imperati0e to assess the degree of fa0oraleness of attitude in trial

communities so as to estimate the success of awareness programmes and endea0ors with regard to

/Sar0a Sikhsha Ahiyan or uni0ersal elementary education.

6&> Si*0i3ic(0ce o3 t1e Stud. (0d St(teme0t o3 t1e Prob+em

-he )#st

centuries2 growth in 0arious sectors has led our country towards achie0ing the

distinction of one of the growing nations in the world. Larious efforts ha0e een made y the

?o0ernment as well as !on ?o0ernment ;rgani@ations ut the literacy rate is increased if we


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compare it with the few decades ack5 ut the cent percent literacy is not achie0ed till today. -he

literacy rate of the disad0antaged community is still poor.

4n 1P5 in spite of the 0arious constitutional safeguards and all the different schemes y the

state go0ernment5 literacy le0el of the rural and disad0antaged mass is found to e much

lower than that of the rest of the society. -his may caused y the 0arious factors. Among these

factors5 socio"economic statuses5 parental attitude5 their interest to gi0e education to their

children5 their awareness regarding education and so on play a 0ital role. 3hile parents of the

disad0antaged children are not highly in fa0or of schooling and education of their children5

today2s scenario might ha0e impro0ed with widespread awareness regarding 0alue of education.

4n this contet5 it is imperati0e to e0aluate the perceptions and attitude of these parents.

-he present study aims to eamine whether the trial parents5 today5 ehiit a positi0e and

fa0orale attitude towards their children2s education as a result of increasing awareness of 0alues

of education through ?o0ernment endea0ors and initiati0es.

6&@ Objecti5e) o3 t1e Stud.

-he study roadly eamines the attitude of the parents towards education in rural households

of 1P largely consisting of trial population. -he specific o


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Q 4t2s a mental position or emotional feelings aout products5 ser0ices5 ideas5 issues and

institutions.

Q A comple mental state in0ol0ing eliefs and feelings and 0alues and dispositions to act in

certain ways. C7ollins 6nglish dictionary

Q -he way a person 0iews something or tends to eha0e towards it5 often in an e0olution

way.

%chooling

Q ;nline dictionary"-he process of teaching or eing taught in school.

Q -he process of eing formally educated at a school.

Q 6ducation otained through eperience or eposure.

Q 1erriam"3ester: training5 guidance or discipline deri0ed from eperience.

-ducation

Q -he modification of the attitude and eha0iour through training in formal learning systems.


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CHAP TE R I I

RE"IEW OF LITERATURE AND THEORETICAL FRAEWOR!


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-his chapter contains the re0iew of 0arious studies related to the topic of in0estigation. -he

purpose of this chapter is to pro0ide information aout recent research that has een conducted to

eamine any possile link etween socio"economic status and parents2 attitudes towards

schooling and education. -he information collected from the few studies in this area was used to

design the research instruments. Furthermore5 it has een suggested that factors5 such as

parents2 own eperiences and attitudes towards education and schooling are likely to ha0e a

significant impact on their children2s education at present as well as in future.

:&6 Re5ie2 o3 Liter(ture/

Boguno0iR Blanka and Polo0ina !ada C)&&' found in a study that the family stimulation is

the resultant of the influence of cultural and educational profile of the family and acti0e parental

attitudes regarding education and attainment of their children. -hey eamined the students2

attitudes towards schooling5 and to otain answers to the question: which stimulating aspects of

family contet are the most predictale for the de0elopment of educational aspirations5 i.e.

attitudes towards school and gaining knowledge5 educational interests and plans for further

education. -he sample consisted of #.8(8 eighth"grade sample students5 aged #95 from $8

primary schools in Seria. -he data were collected y the use of questionnaires filled in y the

students and school principals. -he results indicated a trend of interrelatedness of cogniti0ely and

educationally fa0orale conditions within the family and positi0e attitudes towards school5

attainment5 high aspirations and cogniti0e and intellectual interests for out"of"school acti0ities.

Sen5 C#++) in his study found that the cultural factors may play an intermediate role. -hey

influence the choices made y indi0iduals5 through their own attitudes5 and those of the people in

their close en0ironment. 3ith respect to culture5 4ndia is part of what 7aldwell C#+*) has called

the elt of classical patriarchy that stretches from !orth Africa to 7hina and includes oth

1uslim5 Hindu and 7onfucian cultures. His result indicated that the cultural factors show that

elonging to a disad0antaged caste or trie is negati0ely associated with schooling. ?irls

elonging to a scheduled caste are less in school in rural areas and girls elonging to a scheduled

trie are less in school in uran areas. -he odds of eing in school are also significantly reduced

for children whose mothers had their first child at a young age and for children whose mothers

ha0e a preference for oys o0er girls. -he percentage of women compared to men in the age

group )&I9+ is positi0ely related to the odds of eing in school in rural areas5 thus his result


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indicated that in districts with less /missing women the chances of children eing in school are

higher.

From the ao0e literature it can e assumed that the education of a child is determined y

se0eral factors. So the re0iew can e categori@ed into different su parts as gi0en elow for

etter understating.

:&6&6& Re5ie2 o3 Studie) o0 Socio7eco0omic St(tu) (0d Educ(tio0/

Huisman5 ani5 and Smits5 C)& studied the role of socio"economic and cultural factors5

and of characteristics of the educational infrastructure on primary school enrolment5 -he sample

constituted '&5&&& children li0ing in 8$+ districts of )( states of 4ndia. -he results indicated that

most of the 0ariation in educational enrolment Caround '& is eplained y factors at the

household le0el5 of which socio"economic factors are most important. And the result also

indicated that5 in the cities schooling decisions are hardly influenced y supply"side factors. 4n

rural areas5 howe0er5 these factors do play an important role. 4f there are fewer schools or

teachers5 or if the local culture is more patriarchal5 rural children Cin particular girls participate

sustantially less. -he ma


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Breen and ?oldthorpe5 C#++'5 in a study5 found that household wealth5 the educational le0el

and laour market position of the parents is epected to play a ma


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school may e high5 since they are more likely to epect their children to help out tending the

land and rearing li0estock5 especially during peak working times.

1other2s work status may eercise an independent influence o0er her children2s educational

chances5 especially those of her daughters. According to the resource theory of con


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>ucas5 Hen@e5 and Donato C#++& also found that schools play a central role in determining

le0els of parent in0ol0ement in students2 learning. 4n a study of si high schools in 7alifornia

and Ari@ona that were pro0iding an en0ironment in which language minority students and others

achie0e academic success5 the authors found that the schools acti0ely encouraged parent

in0ol0ement. -hrough newsletters5 parent ad0isory committees5 parent nights5 and student"

parent"teacher conferences5 the high schools fostered families2 acti0e participation in their teens2

education.

Dornusch and itter C#+** studied the effects of parent in0ol0ement in high school

acti0ities on student outcomes. -he study was ased on questionnaire data from students5

parents5 and teachers at si San Francisco Bay Area high schools. -he authors found that

regardless of educational ackground5 adolescents whose parents attended school functions

recei0ed higher grades than adolescents whose parents did not. -he authors also found that the

lowest le0els of family in0ol0ement in school programs and processes were among the parents of

a0erage students5 minority students5 students in step"families5 and students in single"parent

households. 4t was concluded that without inter0entions designed to encourage greater family

in0ol0ement in these sugroups5 educational and economic inequalities will persist for many

poor5 minority students.

esearchers must also consider race as an actor when studying parental in0ol0ement in

education. Hill et al. C)&&8 indicate that the race of the parentCs impacts parental in0ol0ementin education. 4n particular5 African Americans ha0e stronger parental in0ol0ement than 6uropean

Americans CHill et al.5 )&&8. Howe0er5 some research has found the opposite to e true Cc.f.

Seyfried , 7hung5 )&&). ;thers5 like Hill and -yson C)&&+5 state that it is unclear whether or

not parental in0ol0ement 0aries across race%ethnicity. -his proposed study aims to clarify this.

A study conducted y C?eorge5 #++9.Search 4nstitute found that four practices of parental

in0ol0ement discussions aout homework5 discussions aout school and school work5 helping

with homework5 and attending school meetings and e0ents decline significantly etween grades

si and twel0e. -he study re0ealed that y the


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persistence5 recepti0e 0ocaulary skills5 and low conduct prolems. Family in0ol0ement in

education has een identified as a eneficial factor in young childrens learning.

:&: Co0ceptu(+ Fr(me2or,

Attitude (0d -e1(5iour

An attitude is a relati0ely enduring organi@ation of eliefs5 feelings5 and eha0ioral

tendencies towards socially significant o


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fa0ourale. Attitudes can ser0e functions for the indi0idual. Daniel =at@ C#+(& outlines the

functional areas:

Q =nowledge7 Attitudes pro0ide meaning Cknowledge for life. -he knowledge function

refers to our need for a world which is consistent and relati0ely stale. -his allows us to predict

what is likely to happen5 and so gi0es us a sense of control. Attitudes can help us organi@e and

structure our eperience. =nowing a person2s attitude helps us predict their eha0iour.

Q Adapti0e7 4f a person holds and%or epresses socially acceptale attitudes5 other people will

reward them with appro0al and social acceptance. Attitudes then5 are to do with eing apart of a

social group and the adapti0e functions helps us fit in with a social group. People seek out others

who share their attitudes5 and de0elop similar attitudes to those they like

Q -he ego"defensi0e function7 refers to holding attitudes that protect our self"esteem or that


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CHAP TER7II I

ETHOD AND DESIGN OF THE STUD#


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8&6 S(mp+e

-he sample for the study consisted of residents of kampel Panchayat lock of 4ndore

district. -his 0illage consists of three hamlets5 namely"Garatoli5 Pahartoli and 1ilitoli. -he

data was collected from the #89 respondents C##( trial and )+ non" trial from

#*9 households in this 0illage. -he total numer of the male respondents was 9# and that of

female was +8. -he respondents were parents who had one or more than one school going

children. -hey elonged to the age range of )9"$9 years.

8&: Too+)(teri(+)/

-he data was collected through a questionnaire consisting of )$ statements5 all pertaining to

schooling and education of children Cplease see Appendi. 6qual numers of positi0e and

negati0e statements were included in the questionnaire. -he respondents were asked to rate eachof the statements on a four"point >ikert scale Cwhere # denotes strongly disagree5 ) denotes

disagree5 $ denotes agree and 8 denotes strongly agree. -hese )$ statements in the questionnaire

were finali@ed after a thorough re0iew of literature and all the statements reflected the 0alue of

schooling and education for a child2s future.

8&8 Procedure/

Before collecting the data field 0isits were done. A pilot sur0ey of questionnaire was

conducted. At the initial stage of field work each houses were numered and rapport was

estalished with the respondents for generating honest responses. Household schedule

information and iographical data was collected prior to the collection of data.

espondents were included from each of the household. Assessment was done indi0idually in

odia language. After the respondents completed the rating of statements5 data was also collected

aout the future plans for their child education and other miscellaneous matters through open

ended questions.


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8&9 Re+e5(0ce o3 Se+ecti0* Su0d(r*(r1 () S(mp+e Are(

As per census of 4ndia )#5 in 1P rural population constitute *$.$) of total

population and 4ndore is one of the district where (8.9& of total population of the district lies in

rural areas5 which shows that the great ma


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CHAP TER7I"

RESULTS AND DISCUSSION


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9&6 Re)u+t)

After data collection5 the ratings of respondents were scored keeping in mind the negati0e

and positi0e statements in the questionnaire Ce0erse scoring was done for negati0e

statements.-he following are the main findings of the study as discussed under separate

headings.

9&6&6 P(re0t(+ Attitude to2(rd) Educ(tio0

esults indicated that the mean score of the total sample was not quite high C((.*$ since the

maimum score for the scale is +) and minimum is )$. -he mean score indicated that the attitude

of the respondents cannot e termed as highly fa0orale5 though it is not unfa0orale either. -he

responses indicated that5 in spite of the go0ernment2s endea0ors in pro0iding free education to

all5 the attitude of the respondents was not found to e highly fa0orale.

esults supported the earlier studies C60angelista de 7ar0alho Filho5 )&&*E 1ingat5 )&&'E

Sha0it , Blossfeld5 #++$E Gencks5 #+')E 7oleman et al.5 #+(( that low socio"economic status

can ad0ersely affect the attitude towards schooling and education. Howe0er5 the moderately

fa0orale and notIso"unfa0orale attitude found in the study throws light on the fact that

growing awareness regarding literacy and education around the country has significantly affected

all sections of the society including the trial population. -he 0alue attached to schooling and

education of children has sustantially impro0ed than earlier times when lack of literacy and

education was the norm and sending children to school in a trial community was an eception.

6ngagement of children in traditional occupation was considered to e more lucrati0e y the

parents as it contriuted to the family incomeE where as education was considered as wastage of

time and money since its outcome was uncertain and unimportant.

-he reason ehind the not"so" fa0orale attitude towards schooling among the respondents

might e due to their low socio"economic status and parent2s laor market position. -he

respondents were mostly poor with a0erage income per month ranging from s $&&&%" to 8&&&%"and their main li0elihood was ased on agriculture and non" agricultural laor. -hey had little

knowledge aout facilities of the uran and de0eloped en0ironment. -heir eisting en0ironment

might ha0e created a narrow mentality towards schooling where they fail to percei0e a direct

relationship etween their children2s education and a etter future. -he second aspect is the

father2s laor market position. Fathers who are in salaried employment are epected to e more


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aware of the importance of education and hence are more likely to in0est in their children2s

education than people in dependent employment since their thrust is to feed for their families

rather than pro0iding education to their children.

9&6&: Comp(ri)o0 o3 Attitude o3 Trib(+ (0d No07Trib(+ P(re0t)

-o compare the attitude of trial and the non" trial parents5 mean scores of these two groups

were found out separately. -het2 test was employed to find out whether trial differed

significantly from non trial in their attitude towards schooling .-he results indicated that there

was no significant difference etween trial and non"trial parent2s attitude towards schooling.

C-ale # -his indicates that similar li0ing conditions5 uniform local facilities for daily li0ing

such as housing5 water5 sanitation5 pro0ision for schooling etc shared y the trial and the non"

trial in the 0illage may e primarily responsile for this similarity in attitude towards schooling

and child2s education. 4n other words5 the le0el of awareness among the 0illagers is similar

owing to the common li0ing conditions as well as in terms of distance and accessiility to uran

area for market and other facilities.

T(b+e 6/ e(0 Score) o3 Trib(+ (0d No07Trib(+ Group)

Group)

N e(0 SD t d3 Si*0i3ic(0ce

Trib(+ ##( ((.+' '.#)

&.)+ #8$ pT.&9

No07

trib(+ )+ ((.)' '.9+

9&6&8 Ge0der Di33ere0ce

esults also indicated that the mean difference that the attitude of the male and female

respondents regarding schooling did not differ significantly C-ale ). nlike earlier times5 the

females en


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T(b+e :/ e(0 )core) o3 (+e (0d Fem(+e re)po0de0t)

Group) N e(0 SD t d3 Si*0i3ic(0ce

(+e 9# ('.)+ '.#(

&.9' #8$ PT.&9Fem(+e +8 ((.9* '.)8

9&6&9 P(re0t) Perceptio0 o3 C1i+dre0) Future Educ(tio0 (0d Re+(ted I))ue)

-he inter0iew data Cotained with openIended questions indicated that the difference

etween trial and non trial groups was found in the future planning of children2s education.

Data indicated that the compared to the trial people5 the non"trial parents were more optimistic

in pro0iding their children the scope for higher studies5 i.e.5 education eyond schooling. -hey

were of the opinion that higher studies would enale their children to ha0e etter income and that

schooling is not sufficient. 4n this study5 the non"trial were slightly etter off than the trial in

terms of income5 laor market position and li0ing conditions5 since they were migrants from

Bihar and other neighoring states of ;disha and many of them were engaged in small usiness

and contractual


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eliefs such as i the seclusion and 0eiling of women and ii world of woman as separate from

men iii women e0entually getting married and futility of in0estment on their education5 are

significant factors in the attitude of parents5 especially uneducated parents5 towards the education

of women. -he disparate le0els of socio"economic de0elopment and social stratification

ad0ersely affect the position of women. Spurious de0elopment leads to po0erty and the po0erty

and illiteracy maps usually coincide. Po0erty affects the female education5 as the first thing that

is dropped is the in0estment on females. -he o


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For impro0ing the standard of education the state has made aout )9 percent reser0ation in

go0ernment


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CHAP TER7 "

CONCLUSION AND FUTURE IPLICATIONS


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!o dout there is a change found in the literacy le0el as well as the perception regarding

schooling and education since independence ut there are some ostacles in getting such

facilities y the minority communities which affects their literacy le0el. 4n this chapter5 summary

of the findings of the study and recommendations are presented.


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demonstrated greater social competency than children of parents with lower le0els of school

contact CParker et al.5 #++'.

4n the present study5 parents were also of the opinion that schools should e pro0iding

0ocational education in terms of tailoring5 computer applications etc. so as to facilitate self

sufficiency of the students in future. 4f there are good quality schools at a reasonale distance

from the home5 the chances that children are in school increase sustantially CHuisman and

Smits5 )&&+E Buchmann and Hannum5 )&E Lasconcellos5 #++'-here was e0idence that

parental attitude regarding education was ad0ersely affected y lack of school2s initiati0e in

these areas. -his has implications for policy decisions in the designing of school curriculum as

well as increasing parental in0ol0ement in child2s education.


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REFERENCES

Basu5 =. hild labor, conse"uence, and cure, with remarks on international labor

standards. 2Gournal of 6conomic >iterature5 $: #&*$I###+. C#+++.

Basu5 =.5 Das5 S. and Dutta5 B. !irth/(rder, 0ender and 1ealth as determinants of hildlabour +n empirical study of the Indian experience.2 Discussion paper5 ni0ersity of 7alifornia5

Berkeley. C)&&$.etrie0ed from

http :%% g loe trot ter. e rke ley.edu% m acarthu r %ineq ua lit y %pap e rs %Das7hild> a or.pdf.

Bauch5 P.A. *inking reasons for parent choice and involvement for minority families in

atholic high schools. 4nternational Gournal of 6ducational esearch5 #9 C$%85 $##"$)) C#++#.

Bhalotra5 Sonia and Heady5 7hristopher2 hild Farm *abor The 1ealth aradox.2 -he

3orld Bank 6conomic e0iew5 #'C): #+'I))'. C)&&$.

Blau5 P. and Duncan5 ;. The +merican occupational structure. !ew Mork: 3iley C#+('.

Boguno0iR BlankaE Polo0ina !ada5-ducational/material context of the family and students2attitudes towards schooling, 0olume"$+5 C)&&'.

Breen5 .5 and ?oldthorpe5 G. H. -xplaining -ducational $ifferentials Towards a Formal

3ational +ction Theory.2 ationality and Society5 + C$: )'9I$&9. C#++'.

Buchmann5 7. Family %tructure, arental erceptions, and hild *abor in 4enya 1hat

Factors $etermine 1ho Is -nrolled in %chool52 Social Forces5 '* C8: #$8+I#$'*. C)&&&

Buchmann5 7. and Brakewood5 D. 6*abor %tructure and %chool -nrolments in $eveloping%ocieties Thailand and 4enya ompared.2 7omparati0e 6ducation e0iew5 88 C): #'9I)&8.C)&&&.

Buchmann5 7. and Hannum5 6. 6-ducation and %tratification in $eveloping ountries +

3eview of Theories and 3esearch.2 Annual e0iew of Sociology5 )': ''I#&). C)&.

7alarese5 .>5 -he pulic school + source of alienation for minority parents. -he Gournal

of !egro 6ducation5 9+ C)5 #8*"#98. C#++&.

7aldwell5 Gohn Theory of fertility decline. >ondon: Academic Press. C#+*).

7hattopandhaya = P5 Tribal -ducation 7an in India Lol $$ #+9$.

Daniel"3hite5 =. 3eassessing parent involvement Involving language minority parents inschool at home. 3orking Papers in 6ducational >inguistics5 C#*#. C)&&)5 Spring.

Dornusch5 S.1.5 , itter5 P.>. arents of high school students + neglected resource.6ducational Hori@ons5 (( C)5 '9"''. C#+**.
http://globetrotter.berkeley.edu/macarthur/inequality/papers/DasChildLabor.pdfhttp://globetrotter.berkeley.edu/macarthur/inequality/papers/DasChildLabor.pdfhttp://globetrotter.berkeley.edu/macarthur/inequality/papers/DasChildLabor.pdfhttp://globetrotter.berkeley.edu/macarthur/inequality/papers/DasChildLabor.pdf


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Douglas Dal@iel and =irsty Henthorne5arents28carers2 +ttitudes towards %chool +ttendanceDuncan5 >.arent/counselor conferences make a difference. 6D &$# '8$ C#+(+.

6pstein5 G. >.-ffects on student achievement of teachers2 practices of parent involvement. 4nS. B. Sil0ern C6d.. Ad0ances in reading%language research: Lol. 9. >iteracy through family5

community5 and school interaction Cpp. )(#")'(. C#++#.

6pstein5 G. >. Family structures and student motivation + developmental perspective. 4n 7.Ames , . Ames Ceds.5 esearch on moti0ation in education: Lol $. ?oals and cognitions Cpp.

)9+")+9. !ew Mork: Academic Press. C#+*+.

?andhe S=5 9+ccess and -"uity/)eed of the $isadvantaged:, Lol. $' !o.$5 Gan. #&5 #+++.

?eorge5 P. %earch Institute looks at home and school 1hy aren2t parents getting involved5-he High School 1aga@ine. C#++95 1arch.

?o0inda5 .India -ducation 3eport + rofile of !asic -ducation. ;ford ni0ersity Press.C)&&).

Hill5 !. 6.5 , -yson5 D. F. arental Involvement in 7iddle %chool + 7eta/ +nalytic

+ssessment of the %trategies That romote +chievement. De0elopmental Psychology. 89C)5 '8&"'($. C)&&+.

Hill5 !. 6.5 7astellino5 D. .5 >ansford5 G. 6.5 !owlin5 P.5 Dodge5 =. A.5 Bates5 G. 6.5 , Pettit5?. S.arent academic involvement as related to school behavior, achievement, and aspirations

$emographic variations across adolescence. 7hild De0elopment5 '95 #8+#"#9&+. C)&&8.

Huisman G. and Smits5 G. keeping children in school #ousehold and district/level

determinants of school dropout in


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1ingat5 Alain. 6%ocial $isparities in -ducation in %ub/%aharan +frican ountries.2 4n -eese5.5>am5 S. and Duru"Bellat5 1. Ceds. 4nternational Studies in 6ducational 4nequality5 -heory

and Policy5 Lol. #. Dordrecht: Springer. C)&&'.

1ishra5 1. 9%tatus of -lementary -ducation in Tribal +reas of (rissa:. Department of

-rial 6ducation5 ;rissa C)&&'.

1ora S ? Tribal -ducation in India edited y P = D ?upta and A = Danda. C#+*8.

Powar5 =B.#++' GH65 Lol.)& !o.85 winter #++'.

Sachchidandanda5 %ocio -conomic >spects of Tribal education 3eport of national seminar

!ew Delhi. C#+('.

Sen5 A. 7issing women.2 British 1edical Gournal5 $&8: 9*(I9*'5 C#++).

Seyfried5 S. F.5 , 7hung5 4. G arent involvement as parental monitoring of studentmotivation and parent expectations predicting later achievement among +frican +merican and

-uropean +merican middle school age students. Gournal of 6thnic , 7ultural Di0ersity in Social

3ork5 ##5 #&+"#$#. C)&&).

Sha0it5 Mossi and Blossfeld5 Hans"Peter Persistent 4nequality hanging -ducational

+ttainment in Thirteen ountries. Boulder: 3est0iew Press C#++$.

Smits5 G.5 Huisman5 G. and =rui


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seem5 6. 7iddle schools and math groups arents2 involvement in children2s placement.Sociology of 6ducation5 (95 )($")'+ C#++).

3arnock5 1. %pecial -ducation )eeds. 3eport of the ommittee of -n"uiry into the

-ducation of #andicapped hildren and Aoung eople. >ondon C#+'*.

3atkins5 D.5 1c4nerney5 D.5 >ee5 7.5 Akande5 A. and egmi. 1. 7otivation and *earning

%trategies + ross/ultural erspective. 4n D. 1. 1c4nerney , S. Lan 6tten C6ds.5%ociocultural Influences on 7otivation and *earning: Lolume ). ?reenwich5 7-: 4nformation

Age Pulishing. C)&&).

Li)t o 3 Web) ite)

http :%%www.ar ticl e sase .co m %educat ion"ar tic les %s tud y "t h e"d im ensional"prole m "o f "t r ia l"

student s "i n " india"w ith"s p eci a l" r e f ere n ce"t o "ke r al a" sta te"(*'' 8 +.ht m l

http:%%www.education.nic.in%cd9&years%g%u%#A%A&F.ht m

http:%%www.educationinindia.net%download%esearchUAstracts.pdf

http :%%www.h f rp.org%pu lic a tion s "r es ources%pu licatio n s"s e ri e s% f a m ily"in0ol0e m ent"iliographies%iliography"on"family"in0ol0ement"in"early"childhood"education
http://www.articlesbase.com/education-articles/study-the-dimensional-problem-of-tribal-students-in-india-with-special-reference-to-kerala-state-687749.htmlhttp://www.articlesbase.com/education-articles/study-the-dimensional-problem-of-tribal-students-in-india-with-special-reference-to-kerala-state-687749.htmlhttp://www.articlesbase.com/education-articles/study-the-dimensional-problem-of-tribal-students-in-india-with-special-reference-to-kerala-state-687749.htmlhttp://www.education.nic.in/cd50years/g/u/1A/0U1A0F01.htmhttp://www.educationinindia.net/download/Research_Abstracts.pdfhttp://www.hfrp.org/publications-resources/publications-series/family-involvement-http://www.articlesbase.com/education-articles/study-the-dimensional-problem-of-tribal-students-in-india-with-special-reference-to-kerala-state-687749.htmlhttp://www.articlesbase.com/education-articles/study-the-dimensional-problem-of-tribal-students-in-india-with-special-reference-to-kerala-state-687749.htmlhttp://www.education.nic.in/cd50years/g/u/1A/0U1A0F01.htmhttp://www.educationinindia.net/download/Research_Abstracts.pdfhttp://www.hfrp.org/publications-resources/publications-series/family-involvement-


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100

90

80

70

6050

40

30

20

10

Male Female

100

90

80

70

60

50

40

30

20

10

Tribal Non tribal

67.29

MeanAttitudeScore

66.97

MeanAttitudeScor

e


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INSTRUCTI

ONS

Some statements are written elow. Some people may agree or disagree with the ideaCthought of e0ery statement. ead e0ery statement carefully and see that you agree or disagree

with it. For con0enience four answers are gi0en esides e0ery statement C# strongly disagree5 C)disagree5 C$ agree5 C8 strongly agree. 6ncircle the serial numer of the answer which is mostsuitale in your opinion. -here is no right or wrong in the statement. ead each statement

carefully and answer according to your opinion. Answering of each statement is necessary.

Sl. A!S36S

!o. S-A-616!-SStrongly Agree Disagree Strongly

Agree Disagree

# A good education will help my childto get ahead in life. 8 $ ) #

) 6ducation%schooling is not anindispensale part of life. 8 $ ) #

$ 6ducation will help my child for his

all round de0elopment. 8 $ ) #

8 6ducation is an ostacle in the path ofincome in near future. 8 $ ) #

9 Better educational qualification will

help in getting etter


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#8 1ost of the things my child learns atschool are not rele0ant to real life. 8 $ ) #

#9 4t gi0es me satisfaction that my child

is ale to a0ail the enefit of

schooling. 8 $ ) #

#( Schooling takes away 0aluale time

from my child2s life which could ha0eotherwise een spent in earning%

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