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Journal articles on the topic 'Boy-child and educational aspirations'

Author: Grafiati

Published: 2 June 2025

Last updated: 19 July 2025

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1

Crumb, Loni, Crystal R. Chambers, and Jessica Chittum. "#Black Boy Joy: The College Aspirations of Rural Black Male Students." Rural Educator 42, no. 1 (2021): 1–19. http://dx.doi.org/10.35608/ruraled.v42i1.969.

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Too often research on Black boys emanate from deficit orientations and take a problem centered approach which overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examine the postsecondary goals of Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and supportive school personnel using Community Cultural Wealth as the conceptual framework. We found that the educational aspirations of Black male ninth graders are

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Arias-Medina, Paul, and María-José Rivera. "What Money Can’t Buy: Educational Aspirations and International Migration in Ecuador." Migration Letters 17, no. 5 (2020): 681–93. http://dx.doi.org/10.33182/ml.v17i5.1002.

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This article studies how educational aspirations of children are shaped in Biblián, Ecuador, a traditional sending country. Data sources were a multi-level survey and semi-structured interviews that were analysed using logistic regression and thematic analysis, respectively. Several theoretical relationships are confirmed: the household socioeconomic status, caregiver’s educational aspirations and age are the most important variables that predict children educational aspirations. Child migratory dreams and the absence of the father or the mother only predict the educational aspiration of getti

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Yan, Bohan, and Ning Cai. "On Class Difference in Educational Aspirations and Educational Expectations: A CUCDS-Based Social Analysis." Complexity 2022 (September 19, 2022): 1–11. http://dx.doi.org/10.1155/2022/4406232.

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Educational aspirations under an ideal state and educational expectations based on reality have an important impact on children’s academic development, but distinct differences between them exist. On the basis of distinguishing the differences between the two, using the national data of Tsinghua University’s China Urbanization and Child Development Survey (CUCDS), this article endeavors to explore the inequality of educational aspirations and expectations from the perspective of class and urban-rural areas, and lay out the influencing factors of educational aspirations, expectations, and the d

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Aldous, Joan. "Family, Ethnicity, and Immigrant Youths’ Educational Achievements." Journal of Family Issues 27, no. 12 (2006): 1633–67. http://dx.doi.org/10.1177/0192513x06292419.

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Data from the 1988 National Educational Longitudinal Study (NELS) are used to examine immigrant youths’ reading comprehension and mathematics’ standardized scores as well as their parents’ demographic characteristics and parent-child relations that could influence children’s educational achievements. The comparisons were among parents who had emigrated from Asian, Central and South American, or the less often included European countries and their first- and second-generation offspring. It appeared that Asian students did somewhat better than the other groups. However, regardless of ethnicity a

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Adem, Jemal Mohammed. "Parental Preferences and Resource Allocation for Child Education in Ethiopia." Journal of African Development 25, no. 2 (2024): 163–97. http://dx.doi.org/10.5325/jafrideve.25.2.0163.

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ABSTRACT This article investigates the preference of parents for interchild allocation of education investment in Ethiopia. The literature has established that child educational achievement is correlated with parental education and household resources. However, the literature failed to provide answers for how to raise educational achievement where there are no educated parents, or why cash grants failed to increase education quality in developing countries. Drawing on a unique survey and experimental dataset disaggregated by individual children and parents from Ethiopia, this study will shed l

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Tzenis, Joanna A. "Understanding Youths’ Educational Aspirations in the Somali Diaspora." Journal of Youth Development 14, no. 2 (2019): 10–24. http://dx.doi.org/10.5195/jyd.2019.717.

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This article shares findings from a 10-month qualitative longitudinal study that offer insight into the educational aspirations of American youth (grades 6-9) who belong to the Minnesota Somali diaspora and highlight the social and cultural influences that shape these aspirations. The findings show that while the majority of youth participants (at one point in the study) expressed that they wanted to become doctors in the future, these aspirations were informed by family values around helping others in Somalia—not an interest in medicine or science. The findings also demonstrate that through t

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Uka, Ana. "Students’ Educational and Occupational Aspirations Predicted by Parents’ and Adolescents’ Characteristics." European Journal of Social Sciences Education and Research 4, no. 1 (2015): 207. http://dx.doi.org/10.26417/ejser.v4i1.p207-214.

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Education plays a significant role in the future of young people. Education is considered as an essential tool that facilitates the decision making process on one’s future career. The objectives of this study were to examine whether there are gender differences on students’ educational and occupational aspirations as well as whether parents’ and young’s characteristics predicted students’ educational and occupational aspirations during their high school studies. The survey was completed by N=160 where (N=64, 40%) were male and (N=96, 60%) were female students studying in private and public hig

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Marjoribanks, Kevin. "Sibling, family environment and ability correlates of adolescents' aspirations: ethnic group differences." Journal of Biosocial Science 20, no. 2 (1988): 203–9. http://dx.doi.org/10.1017/s0021932000017430.

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SummaryLongitudinal data were used to examine relationships between sibling variables and adolescents' aspirations at different social status, family environment and ability levels in a sample of 260 Anglo-Australian, 120 Greek, and 90 Southern Italian families. In this follow-up study of an earlier investigation each family had a 16-year-old child and the analyses related to those adolescents. The study suggests that there are different relationships between birth order and educational and occupational aspirations for adolescents from different ethnic groups, even after taking into account th

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Mortimer, Jeylan T., Arnaldo Mont’Alvao, and Pamela Aronson. "Decline of “the American Dream”? Outlook toward the Future across Three Generations of Midwest Families." Social Forces 98, no. 4 (2019): 1403–35. http://dx.doi.org/10.1093/sf/soz130.

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Abstract Expansion of higher education and long-term economic growth have fostered high aspirations among adolescents. Recently, however, deteriorating labor force opportunities, particularly since the “Great Recession,” and rising inequality have challenged the “American Dream.” To assess how parental and adolescent outlooks have evolved over time, we examine shifts in future orientations across three generations of Midwest American families. Our unique data archive from the Youth Development Study includes 266 Generation 1 and Generation 2 parent-child dyads and 422 Generation 3 children. We

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Prekate, Viktoria, Nektaria Palaiologou, and Eirini Kyriazi. "Refugee Children’s Career Aspirations at a Hospitality Center in Greece." Journal of Ethnic and Cultural Studies 11, no. 1 (2024): 1–12. http://dx.doi.org/10.29333/ejecs/1777.

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A child-centered approach to education paves the way to discover a child’s personal dreams, aspirations, experiences, abilities, and interests. In child-centered educational contexts, students are encouraged to express and discover themselves. This is particularly relevant for refugee children who have suffered trauma, change, and repeated schooling interruptions that may negatively affect the future-oriented thinking that forms their career ambitions. The purpose of this study is to identify the aspirations of refugee children through a small-scale study conducted at a Refugee Hospitality Cen

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Atienzo, Erika E., Leticia Suárez-López, Fátima Estrada, Lourdes Campero, and Elvia de la Vara-Salazar. "Family Formation and Career Development Future Plans of Students from Marginalized Localities in Central Mexico." Journal of Family Issues 41, no. 8 (2019): 1333–54. http://dx.doi.org/10.1177/0192513x19887764.

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In this exploratory study, a survey was carried out with 902 junior high-school students in localities with medium to high degree of marginalization in two states of central Mexico. This article describes the family, reproductive, and educational aspirations and expectations of this sample of students from disadvantaged areas, and explores mechanisms contributing to forming future plans. Two main plans are outlined in this sample: one oriented towards prioritizing family formation and an elevated risk of dropping out of school, and another oriented towards postponing unions and child-raising t

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Nichols, Tanya M., Beth A. Kotchick, Carolyn McNamara Barry, and Deborah G. Haskins. "Understanding the Educational Aspirations of African American Adolescents: Child, Family, and Community Factors." Journal of Black Psychology 36, no. 1 (2009): 25–48. http://dx.doi.org/10.1177/0095798409344084.

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Jasreen, Geneva Nzuruba. "Parental Involvement in Child Education." Journal of Language and Culture in Education 1, no. 1 (2024): 152–72. https://doi.org/10.5281/zenodo.12817854.

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Considering various modern educational obstacles, educators perceive parental involvement (PI) in their children’s education as a potential solution. The long-standing theory positing a positive correlation between PI and children’s academic achievement has garnered considerable attention as an appealing partnership within communities. This non-empirical study examines a substantial portion of the literature in this domain, encompassing both empirical and non-empirical works, with the aim of elucidating the various forms of PI, its effects, and the barriers it f

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A, Dheivamani, and Venkataraman S. "Influence of Parental Involvement on Secondary Level StudentOutcomes." International Journal of Advanced Multidisciplinary Research 8, no. 11 (2021): 91–97. http://dx.doi.org/10.22192/ijamr.2021.08.11.009.

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This review examines research on the influence of parental involvement onsecondary level student outcomes. The review considers the positive and negativeeffects of parental involvement on students’ academic achievement, social andemotional wellbeing, and educational aspirations. The review also examines thefactors that may affect the effectiveness of parental involvement, such as familybackground, cultural values, and school context. The review finds that parental involvement can have both positive and negative effects on secondary student outcomes, with the most beneficial results seen in fam

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Dimakosa, Christina, Colleen Loomis, Blaise O’Malley, et al. "Aspirations Are Not Enough: Barriers to Educational Attainment for Youth Involved with Child Welfare." European Educational Researcher 5, no. 1 (2022): 105–27. http://dx.doi.org/10.31757/euer.516.

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Foster, Rebecca H., Surbhi Kanotra, Marilyn Stern, and Sarah H. Elsea. "Educational and Occupational Aspirations Among Mothers Caring for a Child with Smith-Magenis Syndrome." Journal of Developmental and Physical Disabilities 23, no. 6 (2011): 501–14. http://dx.doi.org/10.1007/s10882-011-9241-5.

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Nguyen Thi Cam, Bich, and Nho Hoang Thi. "Develop school educational programs in early education institutions based on the child-centered approach." Journal of Science Educational Science 67, no. 4A (2022): 131–41. http://dx.doi.org/10.18173/2354-1075.2022-0100.

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Developing the school program based on the child-centered approach requires comprehensive, flexible, open, and oriented toward children's aspirations, hobbies, and interests. The trend of developing comprehensive, open-access programs based on children's needs and interests is gradually focused and is considered an essential criterion of quality. Therefore, the article investigated schools’ responses to the development of child-centered programs and the advantages and disadvantages of developing the program according to this approach in Vietnam. The survey conducted opinions of 478 preschool t

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Radulovic, Mladen, Sabina Autor, and Dragana Gundogan. "Parental education and educational aspirations of children: Cases of Serbia and Slovenia." Sociologija 59, no. 3 (2017): 339–50. http://dx.doi.org/10.2298/soc1703339r.

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The paper is focused on the asumption from contemporary studies showing that students whose parents have lower levels of education are underrepresented in student populations in Serbia and Slovenia, as well as Bourdieu?s claims that in capitalist societies subjective expectations are affiliated with objective chances. We investigated if educational expectations are in correlation with parental education in this post socialist countries. Bearing in mind different paths of post socialist transformations in these two examined countries, we also tested if this correlation of parental education and

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Perez, Andrea Josefa D., David R. Perez, and Carolyn M. Illescas. "Indigenous people’s education, career aspirations, career choice and challenges among senior high school students in rural communities in Palawan." International Journal of Education and Learning 3, no. 1 (2021): 20–37. http://dx.doi.org/10.31763/ijele.v2i2.158.

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The study aims to determine the Indigenous people’s education, career aspirations, career choice, and challenges among senior high school students in rural communities in Palawan. The qualitative and quantitative methods used in the study. Mean, frequency counts, percentages, T-test, and Pearson Moment Correlation were employed. Results revealed that most of the parents had ages 39-44 years old, female, high school level, farmers, and earned below 1,000. As for ethnicity, most of them belong to the Palawan tribe, had 3-4 number of children, and a cash conditional transfer recipient. It also re

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Ross, Phillip H., Paul Glewwe, Daniel Prudencio, and Bruce Wydick. "Developing educational and vocational aspirations through international child sponsorship: Evidence from Kenya, Indonesia, and Mexico." World Development 140 (April 2021): 105336. http://dx.doi.org/10.1016/j.worlddev.2020.105336.

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O. Akaeze, Christian, and Dr Nana Shaibu Akaeze. "Effects of Child Street Trading on Educational Outcomes in Lagos Nigeria." International Journal of Arts, Humanities & Social Science 05, no. 10 (2024): 40–51. http://dx.doi.org/10.56734/ijahss.v5n10a3.

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This study examines the effects of child street trading on educational outcomes in Lagos, Nigeria. Using a qualitative research design, data were collected through semi-structured interviews with parents and teachers to explore how street trading impacts school attendance, academic performance, and the cognitive and emotional development of children. Data were analyzed using thematic analysis, which involved emergent open coding to identify recurring patterns and themes. The analysis revealed four major themes: (1) disruption of school attendance and engagement, (2) academic performance and le

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Shabana Shahdad Ali, Rabia Aslam, and Imran Ishaque. "Impact of Poverty on Children’s Education: Insights from Mothers of Baloch Ward, Gwadar." Critical Review of Social Sciences Studies 3, no. 2 (2025): 1256–68. https://doi.org/10.59075/fbf7w082.

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This study explores how poverty affects educational access in Baloch Ward, Gwadar, through the voices of twelve low-income Baloch mothers. Findings reveal that financial constraints, hidden school costs, child labor, and inadequate infrastructure significantly hinder children’s—especially girls’—education. Despite valuing education, families face “tied hands,” unable to realize aspirations due to economic hardship. The study calls for targeted interventions, including free learning materials, school feeding programs, fee waivers, and community awareness initiatives. By centering women’s perspe

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Gluz, Nora Beatriz, and Inés Rodriguez Moyano. "Asignación Universal por Hijo, condiciones de vida y educación. Las política sociales y la inclusión escolar en la provincia de Buenos Aires." education policy analysis archives 21 (March 18, 2013): 21. http://dx.doi.org/10.14507/epaa.v21n21.2013.

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The article introduces the results of a study about the Universal Child Allocation (Asignación Universal por Hijo, AUH) ), a social policy measure implemented by the educational system of Buenos Aires State, in Argentina. The article’s goal is to present the different meanings assumed by this measure within the institutional school frames, through the analysis of the AUH appropriation processes amid the educational context and the school participants. Beyond the big leap that this measure represents in the expansion of rights, the conclusions suggests that the AUH design preserves the control

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McKenna, Maureen. "Improving Educational Outcomes through Getting It Right for Every Child in Glasgow." European Review 28, S1 (2020): S86—S92. http://dx.doi.org/10.1017/s1062798720000927.

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This article sketches the context of education in Glasgow, which is Scotland’s largest local authority, serving some of the most deprived communities in Scotland and the UK. It considers the ways in which we work with our schools to raise aspirations and extend young people’s horizons, and explores some of the successes and some of the challenges we have faced and continue to face in bridging the gap between school and higher education. In Scotland, higher education can be delivered through colleges as well as universities. This is an important dimension for our young people, as colleges offer

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Gutman, Leslie Morrison, and Ingrid Schoon. "Emotional engagement, educational aspirations, and their association during secondary school." Journal of Adolescence 67 (August 2018): 109–19. http://dx.doi.org/10.1016/j.adolescence.2018.05.014.

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SHNER, MOSHE. "THE IDEA AND PRACTICALITIES OF ‘NATURE’ IN JANUSZ KORCZAK’S PHILOSOPHY." Society Register 2, no. 2 (2018): 85–106. http://dx.doi.org/10.14746/sr.2018.2.2.05.

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This article tackles that question of the place of Nature as an idea and Life in Nature as a reality in the education philosophy of Janusz Korczak. First, we establish the idea that Korczak was a naturalistic philosopher and that nature in its broad cosmic sense serves as the ordering principle of his entire pedagogical legacy. Influenced by Stoic philosophy, Korczak rejects transcendence and sees the human being in the only context possible, nature.Following this paradigm, we establish Korczak's education as a reality guided pedagogy. The nature of the child mandates education and not free un

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Dalimoenthe, Iklasiah, Herlinawati, Abdul Kadir Ahmad, Evy Clara, Shandra Widiyanti, and Iskandar Agung. "Gender-Based Problems in Rural Communities: A Case Study." Academic Journal of Interdisciplinary Studies 12, no. 1 (2023): 231. http://dx.doi.org/10.36941/ajis-2023-0019.

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This paper aims to discuss gender issues that still often occur in rural communities in particular, namely the habit of marrying young children by their parents. This habit often contains elements of coercion, child powerlessness, “sexual violence”, and deprives children of their freedom to receive education, channel their aspirations for life, and so on. This paper is the result of research in a number of villages in two provinces in Indonesia, namely: West Java and Banten. The reason for choosing the location is because in this area there are still frequent marriages at a young age, and even

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Roberts, Kenneth B. "Educational Principles of Community-based Education." Pediatrics 98, no. 6 (1996): 1259–63. http://dx.doi.org/10.1542/peds.98.6.1259.

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Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previou

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Noam, Gil G., and Bailey B. Triggs. "Expanded learning: A thought piece about terminology, typology, and transformation." International Journal for Research on Extended Education 6, no. 2-2018 (2019): 165–74. http://dx.doi.org/10.3224/ijree.v6i2.07.

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What is it about afterschool that gives it so much potential to powerfully influence educational best practices around the world? This paper will explore what truly defines “afterschool” beyond the time- and location-based pedagogy of the term and will make the case for the use of “expanded learning” or “expanded opportunities” as the terms that most clearly describe this critical time of youth learning and development. This paper will explore the cultural and bureaucratic differences countries have that influence how young people spend their time and what those differences say about a country

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Wen, Ming, Weidong Wang, Neng Wan, and Dejun Su. "Family Income and Student Educational and Cognitive Outcomes in China: Exploring the Material and Psychosocial Mechanisms." Social Sciences 9, no. 12 (2020): 225. http://dx.doi.org/10.3390/socsci9120225.

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Leveraging data from a nationally representative school-based adolescent survey, the current study aimed to provide a comprehensive assessment of how family income is associated with multiple cognitive and educational outcomes in China and examine the underlying material and psychosocial mechanisms. We found robust associations of family income with school grades, cognitive ability, and study attitude, but not with homework engagement. Moreover, we found that home amenities, i.e., measuring home-based material resources, played the largest mediating role in explaining family income effects on

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Yeung, Jerf W. K., Hui-Fang Chen, Herman H. M. Lo, Leilei Xu, and Chi Xu. "Minor Forms of Parental Maltreatment and Educational Achievement of Immigrant Youths in Young Adulthood: A Longitudinal Study." International Journal of Environmental Research and Public Health 20, no. 1 (2023): 873. http://dx.doi.org/10.3390/ijerph20010873.

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Parental hostility and emotional rejection—or aggregated as general harsh family interactions with parents—have received little research attention due to such parent-child interactions being counted as minor forms of parental maltreatment and regarded as being less harmful. However, recent research showed that these minor forms of parental maltreatment on youth development are far from negligibility on account of their frequency, chronicity, and incessancy. In this longitudinal study, we investigated how parental hostility, emotional rejection, and harsh family interactions with parents of in

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Rutherford, Teomara. "Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school." International Journal of Adolescence and Youth 20, no. 1 (2013): 69–85. http://dx.doi.org/10.1080/02673843.2013.767742.

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Runhare, Tawanda, Eunice Kanaga-Majanga, and Rifumuni Nancy Mathebula. "Resilience of Pregnant and Parenting Learners to Pursue Educational Aspirations Within a Stigmatising School Setting in Rural South Africa." Academic Journal of Interdisciplinary Studies 10, no. 4 (2021): 163. http://dx.doi.org/10.36941/ajis-2021-0107.

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This study was premised on the increased demand for enrolment of pregnant and parenting learners (PPLs) at ordinary or conventional schools in South Africa due to the democratisation of access to education after the 1994 democratic dispensation. The study investigated how pregnant and parenting schoolgirls were resilient to continue with their educational aspirations at formal schools despite the social challenges that they faced in the school, family and community environments. A qualitative case study design was employed, and for confidentiality of the study participants, a face to face key-

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Oh, Eunsil. "Who Deserves to Work? How Women Develop Expectations of Child Care Support in Korea." Gender & Society 32, no. 4 (2018): 493–515. http://dx.doi.org/10.1177/0891243218772495.

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This study extends our understanding of the positive relationship between kin-based child care support and mothers’ ability to stay in the workforce by examining why and how women seek such help. Using 100 in-depth interviews with Korean mothers, I find that although child care provided by grandmothers helps mothers maintain their employment, a mother will ask for support only when she constructs strong career aspirations and generates agreement amongst family members that she deserves support. Both of these center around the notion of who deserves to work as a mother. Mothers’ explanations of

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Godlewska-Zaorska, Anna, and Bernadetta Olender-Jermacz. "„Uniwerek” – opieka nad dziećmi w wieku do lat trzech. Od inspiracji do realizacji." Problemy Wczesnej Edukacji 44, no. 1 (2019): 117–24. http://dx.doi.org/10.26881/pwe.2019.44.11.

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This article describes experience gained during work with the project “Uniwerek”. Our experience is presented in the light of narrative approach. In the narrative, we introduce how we have gone from inspiration to implementation of our project, about peculiar beginnings and everyday aspirations. “Uniwerek” is a nursery institution for children under the age of three. It has a caring, upbringing and educational role. It is located in the Kortowo campus. In the considerations presented, we used the sociocultural perspective, which showed our way of understanding the nature of the learning proces

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Jodl, Kathleen M., Alice Michael, Oksana Malanchuk, Jacquelynne S. Eccles, and Arnold Sameroff. "Parents' Roles in Shaping Early Adolescents' Occupational Aspirations." Child Development 72, no. 4 (2001): 1247–66. http://dx.doi.org/10.1111/1467-8624.00345.

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Lo, Yafen, Shu-Chen Yen, and Shinchieh Duh. "Using Learning Communities to Support Cantonese/Mandarin Family Child Care Providers in a Professional Development Intervention Program." Journal of Education and Learning 6, no. 4 (2017): 127. http://dx.doi.org/10.5539/jel.v6n4p127.

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High-impact educational practices can promote student involvement and learning outcomes, but are rarely tested in the community college setting—where involvement is a typical challenge to student success. For Family Child Care (FCC) providers, who tend to be older and overworked, higher-education training can be especially difficult. The present study examined the use of learning communities as a high-impact practice in Project Vista Higher Education Academy (PVHEA), a two-year professional development intervention program for Cantonese/Mandarin FCC providers at the East Los Angeles College in

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Gordon, Liz. "Why Did Kath, Mary and Kim Get So Little Education (and Is There Hope for Their Children)?" Teachers' Work 20, no. 1 (2023): 73–85. http://dx.doi.org/10.24135/teacherswork.v20i1.438.

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This paper seeks to understand the reasons why there is such a strong relationship between poverty and poor child educational outcomes. It reports preliminary findings of in-depth interviews with three women who have spent most of the past five years on the DPB and live in the poorest part of Christchurch. The focus of this paper is on these women’s own education and the education of their children. All three left school before or at the minimum leaving age with no qualifications. With a range of unresolved familial issues, these young women were clearly at risk of negative life outcomes, but

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TANAJYAN, KRISTINE, and LUSINE TANAJYAN. "ROLE OF CHESS ACHIEVEMENTS IN A PRIMARY SCHOOLCHILD’S LEARNING PROCESS." Scientific bulletin 2, no. 45 (2023): 159–74. http://dx.doi.org/10.24234/scientific.v2i45.100.

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The aim of the article is to identify the role of chess achievement in the learning process and in enhancing learning motivation. The research was conducted using a complex set of quantitative and qualitative methods. The research was carried out by methods of a structured questionnaire survey (122) and an expert interview (15).Success in chess motivates a child to study mainly mathematics, native and foreign languages, while the other subjects are somewhat outside the scope of children's interests. Due to victories, learners strive to be the first in their studies, in sports and in all activi

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Klimka, Libertas. "Family in the Lithuanian ethno-pedagogy." Family Upbringing 5, no. 1 (2012): 33–55. http://dx.doi.org/10.61905/wwr/171182.

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The present article approaches the most typical Lithuanian means and methods of folk pedagogy which are aimed at the development of respect for motherhood and positive features of child personality. It becomes obvious that today the traditional folk pedagogy has become not only the object of ethnological studies; many of its elements might also be successfully applied to family and schools’ teaching practices, next to other endeavours and as a means to the formation of national identity. The importance of identity gains even more significance in the rapidly globalising cultural enviroment. The

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Nayak, Laxmi Narayan. "Understanding Social Development of Girl Child through Education from Kasturba Gandhi Balika Vidyalaya (KGBV)." Journal of Studies in Dynamics and Change (JSDC) 10, no. 4 (2023): 13–22. https://doi.org/10.5281/zenodo.10694222.

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<em>Democratic India with her constitutional commitments had targeted to offer justice to the marginalized sections through welfare measures and development initiatives. Education is one of the major sectors to bring social transformation. Among the excluded and deprived social groups, the condition of the girl child remained always worse than the boys. Education can bring greater participation of women in family, social, economic and political matters. The paradigm of social development is well achieved through education.  It is commonly said that teaching a woman means teaching a family

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Dubow, Eric F., Paul Boxer, and L. Rowell Huesmann. "Long-term Effects of Parents' Education on Children's Educational and Occupational Success: Mediation by Family Interactions, Child Aggression, and Teenage Aspirations." Merrill-Palmer Quarterly 55, no. 3 (2009): 224–49. http://dx.doi.org/10.1353/mpq.0.0030.

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Lv, Bo, Huan Zhou, Chunhui Liu, et al. "The relationship between mother–child discrepancies in educational aspirations and children's academic achievement: The mediating role of children's academic self-efficacy." Children and Youth Services Review 86 (February 2018): 296–301. http://dx.doi.org/10.1016/j.childyouth.2018.02.010.

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Packer, Catherine, Kathleen Ridgeway, Rachel Lenzi, et al. "Hope, Self-Efficacy, and Crushed Dreams: Exploring How Adolescent Girls’ Future Aspirations Relate to Marriage and Childbearing in Rural Mozambique." Journal of Adolescent Research 35, no. 5 (2020): 579–604. http://dx.doi.org/10.1177/0743558419897385.

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In rural Mozambique, girls commonly marry and have children before age 18. We use a Positive Youth Development lens to examine how constructs of confidence and competence were related to adolescent girls’ ability to and progress toward achieving their future aspirations. As part of an intervention evaluation, we used a longitudinal qualitative design, conducting in-depth interviews with 47 adolescent girls aged 13 to 19 at the end of the intervention and 1 year later. We explored adolescent girls’ future aspirations and examined their progress toward achieving their goals and three distinct gr

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O'Kane, Claire, Annabel Trapp, Paul Stephenson, and Julia Smith-Brake. "Management and Governance Accountability to Children: Participation and Representation in Organisational Decision Making." Journal of Youth Development 16, no. 2-3 (2021): 197–226. http://dx.doi.org/10.5195/jyd.2021.1045.

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Children’s participation and accountability to children are increasingly common aspirations of child-focused organisations; development agencies and research institutions frequently use young people’s advisory councils as one path to participation. A key challenge is to not only find meaningful ways to institutionalise children’s views as part of organisational decision making, but also to identify and address barriers to participation. This article presents the findings of a commissioned landscape assessment to identify good practices and lessons learned from child-focused agencies, in order

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Deng, Xi. "The Impact of Family Environment on Children's Education: An Analytical Study." Lecture Notes in Education Psychology and Public Media 86, no. 1 (2025): 12–15. https://doi.org/10.54254/2753-7048/2025.21814.

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The family environment plays a pivotal role in shaping children's educational outcomes. This paper examines how socioeconomic status, parental involvement, emotional climate, and material resources within households influence academic achievement, cognitive development, and socioemotional skills. Drawing on empirical studies and theoretical frameworks, the analysis highlights the interplay between familial factors and educational trajectories. For instance, children from low-income families often face systemic barriers such as limited access to tutoring and technology, while parental over-invo

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Wright, John C., Aletha C. Huston, Rosemarie Truglio, Marguerite Fitch, Elizabeth Smith, and Suwatchara Piemyat. "Occupational Portrayals on Television: Children's Role Schemata, Career Aspirations, and Perceptions of Reality." Child Development 66, no. 6 (1995): 1706. http://dx.doi.org/10.2307/1131905.

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Boyden, Jo. "‘We’re not going to suffer like this in the mud’: educational aspirations, social mobility and independent child migration among populations living in poverty." Compare: A Journal of Comparative and International Education 43, no. 5 (2013): 580–600. http://dx.doi.org/10.1080/03057925.2013.821317.

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Parton, Nigel, and Sasha Williams. "The contemporary refocusing of children’s services in England." Journal of Children's Services 12, no. 2-3 (2017): 85–96. http://dx.doi.org/10.1108/jcs-03-2017-0008.

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Purpose The purpose of this paper is to provide an analysis of the changes in child protection policy and practice in England over the last 30 years, in particular to critically analyse the nature and impact of the “refocusing” initiative of the mid-1990s. Design/methodology/approach Policy analysis. Findings While the period from the mid-1990s until 2008 can be seen to show how policy and practice attempted to build on a number of the central principles of the “refocusing” initiative, the period since 2008 has been very different. Following the huge social reaction to the death of Peter Conne

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Vaheeda, Kayikkara. "A Study on Socio Economic Status of Parents of Intellectually Disabled Children of Minority Owned Special Institutes." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 1505. https://doi.org/10.31142/ijtsrd14345.

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Birth of a new child in a family is a time for rejoicing and celebration in a family. Parents have so many dreams and aspirations for their newly born child that birth of a child with intellectual disability can be a traumatic and shattering event for a family. The feeling of grief and loss that the family goes through is caused by realization that the anticipated normal child they had waited for nine months was never born. There is much evidence that family members experience a range of emotions in response to a diagnosis of intellectual disability including denial, shock, anger, grief, guilt

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