ATTITUDES AND EXPECTATIONS OF PARENTS IN STUDENTS' SCHOOL ACHIEVEMENT

Abstract

The purpose of this report is to explore the important role of parental attitudes and expectations in influencing student academic achievement, with particular emphasis on the impact of cultural and socio economic factors. Methodologically, this study conducts an extensive literature review that includes research on parental involvement in education, focusing on the influence of parental attitudes, expectations, and socioeconomic status on student academic outcomes. The results of the literature review reveal a consistent association between positive parental attitudes toward education, combined with high expectations for academic achievement, and improved student performance across demographic groups. Parents who demonstrate a strong belief in the value of education and hold high expectations for their children's academic success often provide the necessary support, resources, and encouragement to facilitate their children's learning process. This proactive involvement in their children's education creates a conducive environment for academic growth and development. However, the review also highlights persistent differences in parental involvement, influenced by socio economic factors and cultural beliefs. Families from higher socioeconomic backgrounds tend to have greater access to educational resources, including quality schools, tutoring, and extracurricular activities. As a result, these parents often have higher academic expectations for their children and are more actively involved in their educational pursuits. Conversely, families from lower socioeconomic backgrounds may face systemic barriers to academic achievement, such as limited access to resources and educational opportunities, which may affect parental involvement and expectations. Cultural beliefs and values also play an important role in shaping parents' attitudes and expectations towards education. In cultures where academic achievement is highly valued and seen as a path to success, parents may place great emphasis on their children's education and set high expectations for their children's academic performance. In contrast, in cultures that prioritize holistic development and non academic pursuits, parents' expectations of education may differ, with an emphasis on a wider range of skills and abilities. Based on the findings, the conclusions drawn suggest that fostering positive attitudes and expectations by parents is critical to promoting academic success for all students. Efforts to enhance parental involvement in education should be sensitive to the different cultural and socio
economic backgrounds of families. Additionally, targeted interventions are needed to address systemic barriers to parental engagement, particularly among low income and marginalized communities. Recommendations emerging from the study include implementing strategies to promote parental involvement in education, providing support services for families from disadvantaged backgrounds, and promoting cultural sensitivity in educational practices. Collaborative efforts between schools, families, and community organizations are essential to creating inclusive learning environments that empower all students to succeed academically. In conclusion, this report highlights the critical importance of parental attitudes and expectations in shaping students' academic performance. By understanding the complex interplay between parental attitudes, socioeconomic status, and cultural factors, educators and policymakers can develop effective strategies to promote parental involvement and support the academic success of all students. Further research is needed to explore additional factors that influence parents' attitudes and expectations and their impact on students' educational experiences and outcomes.