Effect of Family Background on Student's Academic Achievements

Theoretical Review: Socialization Theory

Socialization is the most influential learning process one can experience. It is the process by which human infants begin to acquire the skills necessary to perform as a functioning member of their society. The cultural variability manifests in the customs, behaviors and actions of whole social group the most fundamental expression of culture is found at individual level. When an individual is socialized by his or her parents, the expression of cultural variability tend to occur in that individual (Chao, 2000).

The theory of socialization was developed by Charles Cooley in 1929. Socialization theory refers to the parenting practices that influence children’s development. Socialization involves inheriting and disseminating norms, customs and ideologies. Hence socialization provide an individual with the skills and habits that are necessary for practicing within one’s own society. Socialization is therefore considered a mean through which an individual acquire skills that are necessary to perform as functional members of their societies. It is the most influential learning process. The cultural variability manifests in the customs, behaviors and actions of whole social group the most fundamental expression of culture is found at individual level. This expression is usually socialized by one’s parents, extended family and extended social networks (Harkness, 1996).

Chao (2000) highlighted that the cultural model is represented mainly by familism which encompasses solidarity and loyalty with the members of the family and thus family is an extension of self. Therefore this theory relates the knowledge of socialization and the family background that has on only one aspect of a child’s life, which is Academic achievement. Further, it tested to find out whether this model is applicable in a developing country scenario which is Pakistan and especially Gujrat District.

Academic Performance

Academic achievement is positioned quite high on the national agenda, with educators and policy makers putting effort in testing, accountability and other related concerns because education is an essential need in the society today (Mark, 2003). In Pakistan, education is examination oriented and therefore the only method to evaluate children’s academic achievements is through examination.

Family Background and Student’s Academic Achievement

No doubt, it is important to investigate the different aspects of academic achievement within a family situation however, the family situations cannot be detached from the culture. One aspect of this study is student’s performance as influenced by family structure, functions and values. Lumsden (2004), stated that the effect of significant others on student’s performance is a main factor which shapes the initial counseling student’s attitudes they develop toward learning. He revealed that “When children are raised in a home that nurtures a sense of self-worth, competence, anatomy and self-efficacy, they will be more apt to accept the risks inherent in learning.” (P.2) Fleming and Gottfried (2004) supported this concept and stated that “parental motivational practices are causal influences on children’s academic intrinsic motivation and school achievement.” (P.110). There was a need to instruct parents on motivational practices such as encouragement of persistence, curiosity, effort and exploration that are likely to impact on academic achievement of the student (Gottfried et al., 2004).

In fact, the effect of family education and background on students’ motivation is an old issue that was stresses by since 1953. Recent studies had pinpointed the role of social integration in academic integration (Mclnnwas, Hartley, Polesel & Teese, 2000). Some studies showed that experiences with family members influence the social and academic integration in complex ways. The demands of family and friends outside the academic institution can limit the social activities (Chrwastie and Dinham, 2001). Ryan etal (2000) revealed that despite the fact that humans are liberally endowed with intrinsic motivational tendencies, the evidence was now clear that the maintenance and enhancement of this inherent propensity requires supportive conditions, as it can be fairly disrupted by various unsupportive conditions. Research has revealed that the negative impacts such as threats, imposed goals, directives, deadlines and pressured evaluations diminish the intrinsic motivation. Studies that autonomy supportive parents have children who are more intrinsically motivated (Ryan and Deci, 2000).

Family Financial Situation

Colemn (2008) raised that family background can be separated into at least three distinct components, financial capital, human capital and social capital. Kim (2002) stated that, there is a direct relationship between parental financial and human capital and the successful learning experience of their children.

Parental Marital Status

The recent studies indicate that children with two parent do better than children with single parent on a variety of social indicators (McLeod, etal, 2008). Coley found that children from one parent home were less likely to be in school at age 17 than their counterparts. Another study revealed that a positive relationship was found between self-esteem and father presence (Alston and Williams, 2002). The father son relationship facilitated the adoption of an adequate self-concept. The children whose fathers are present exhibit more stable peer relations and stronger scholastic achievement. Further studies revealed that living in a single parent home was a risk factor for violent behavior.

Recent studies found that children living with both of their parents had lower behavioral problems than children in single parent homes. These results were taken over a 4-yaer period for both older and younger siblings in sample (Paschall etal 2006). Some researchers however revealed that not all studies show advantages for two parents as evident from study of Vollmer (2006). Even if so, the effect sizes may not be large enough to be socially relevant. Many studies argued that the consequences are mainly related to the economic deprivation but other studies state that studies did not account for important aspects of extended kin (Scott and Black, 2009).

All aspects of parent-child relationships are not considered by family structure model (Partridge and Kotler, 2007). The family functioning model suggests that living in a cohesive single parent home is better than living in a conflictive two parent home (Vollmar, 2006). The research published on the effect of family functioning quality has been very supportive of family functioning theory (Heiss, 2006). Dancy and Handal (2004) stated that the quality of family environment predicts the psychological adjustment, grades and perception of a family. However, according to Heiss (2006) family structure have only small effect on academic achievements of children but parental involvement had a strong effect on same variables.

Lack of gender specific role-modeling has been observed in single parent homes (Single-Rushton and McLanahan, 2012). Coley (2008) revealed that single mothers more rely on their children and are single mother families feature less hierarchical and more peer like relations between parent and child.

Parental Education Level

In all countries, it has been observed that the parent’s education level has influence on academic achievement of their children. Pamela and Kean (2010) states that children whose parents have a tertiary level of education perform better that those whose parents have only basic schooling. The average grades achieved by students with poorly educated parents ranged from 7% lower than those achieved by students with well-educated parents in developing countries to 45% lower in most developed countries.

Most of the studies on the parent’s education pertains the influence on academic achievements (Ryan and Deci, 2000). However, these studies also suggest that parent’s education also influence the beliefs of the parent (Heiss, 2006). Alston and Williams (2002) stated that low-income families had high expectations and performance beliefs than those of high income families who had expectations that were closer than actual performance.

Different researches show that parent education create a warm, social climate in the home. Gottfried et al. (2004) found that family income and mother’s education are the two factors that predict physical environment and learning experiences in home. Similarly, Smith et al. (2007) found that relationship between parent’s education and family income and the children’s academic achievements is mediated by the environment of the home. The effect of parent’s education was stronger than for family income.

Murray and Fairchild (2009) stated that education level of parents especially of mother had a direct influence on children’s behavior and academic achievement. They further illustrate that child’s behavior is also influenced by a cognitive stimulating home environment indirectly. They examined two aspects of family mediators: stimulation for study and response of parents.Iverson & Walberg (2002) conducted a systematic research and concluded that there is a close link between socio-psychological environment and student’s academic achievement.

Family Size

Family child refers to the total number of individuals present in student’s family in addition to child himself. The family type may be either monogamous or polygamous. The family background and type of family that a child comes from has a direct influence on child’s academic achievement. Gottfried (2004) revealed that polygamous family are found in both poorly educated families as well as well-educated families. He further continued that polygamous is common among all type of fathers that is unskilled workers to professionals. However, polygamous is more prominent in unskilled workers.

Lacovou (2001) revealed that children from larger families are not good at studies than children from smaller families. He also found out that the children higher up the birth order are less bad than those lower down birth order. According to Adler (2009), oldest child usually get good attention during their early age of life which he enjoys all alone.

Seigal (2007) found that first child usually gets more attention and time. Lacovou (2001) reported that as the number of siblings increases, the attention by parents tend to decrease and thus the later born children perform not well enough than the earlier born siblings. Previous researches carried out on the relationship between birth order and academic achievement proved a positive relationship between two of these. Scott & Black (2009) discovered that oldest children are usually more creative than later born. Smith et al. (2007) stated that significantly outstanding academic achievements were observed amongst the first birth children.

It is usually observed that there is a huge difference between intelligence capacity of first born children and later born children (Seigal, 2007). A study conducted by Rushton and McLanahan (2012) revealed that there is direct relationship between child’s achievements and the time, care and money from parents as an input. As the number of children increases, the inputs tend to decrease. These inputs include money, care, time, attention, resource dilution and so on.

Conceptual Framework

Variables are usually of two types: independent and dependent. A conceptual framework explains the relationship between two of them. It briefly explains the effect of family financial status, family size, parental education, parental marital status and academic achievements of students.