Author: Asim Mahata & Dr. Chaman Singh
DOI Link: https://doi.org/10.70798/Bijmrd/03080004
Abstract: This study examines the interplay between socio-economic status (SES) and parental aspirations in influencing the academic achievement of tribal girls at the secondary level. Tribal communities in India face multiple barriers to education, including poverty, cultural marginalization, gender norms, and limited access to quality schooling. Parental aspirations, often shaped by these socio-economic realities, play a pivotal role in determining girls’ enrollment, attendance, and academic performance. Through a conceptual exploration supported by existing literature, this research highlights the importance of integrating economic support with initiatives to raise awareness among parents and communities. The study emphasizes culturally responsive education, mentorship, and infrastructure development as crucial strategies for bridging educational disparities. By understanding these intersecting factors, policymakers, educators, and community leaders can create inclusive learning environments that foster equity and empowerment for tribal girls, ensuring sustainable development and social transformation in marginalized regions.
Keywords: Socio-Economic Status, Parental Aspirations, Tribal Girls, Secondary Education, Educational Equity.
Page No: 21-27