RELATIONSHIP BETWEEN SOCIO ECONOMIC STATUS

OF PARENTS AND FEMALE EDUCATION

B.ED (HONS) ELEMENTRY EDUCATION THESIS

BY
RIDA FAHEEM
ROLL NO: 037854
SESSION: 2019-2023

A THESIS SUBMITTED IN PARTIAL FUFILLMENT OF THE

REQUUIREMENTS FOR THE DEGREE OF B. ED (4 YEARS)
ELEMENTARY EDUCATION
At
GOVT. VIQAR-UN-NISA GRADUATE COLLEGE FOR WOMEN,
RAWALPINDI.
FEBRUARY ,2024
RELATIONSHIP BETWEEN SOCIO ECONOMIC STATUS OF
PARENTS AND FEMALE EDUCATION

B. ED (HONS) ELEMENTRY EDUCATION THESIS

BY
RIDA FAHEEM
ROLL NO: 037854
SESSION: 2019-2023

A THESIS SUBMITTED IN PARTIAL FUFILLMENT OF THE

REQUUIREMENTS FOR THE DEGREE OF B. ED (4 YEARS)
ELEMENTARY EDUCATION
AT
GOVT. VIQAR-UN-NISA GRADUATE COLLEGE FOR WOMEN,
RAWALPINDI.
FEBRUARY ,2024
 ABSTRACT
The study aims to explore relationship between socioeconomic status of parents and

female education at intermediate level. Socioeconomic status (SES) refers to an

individual or family's position in society based on a combination of factors related to

their economic resources and social standing. The objectives of the study were to find

out the views of teacher and parents about socio economic status of parents; and to

find out the relationship between them at intermediated level. The nature of the study

is descriptive in which quantitative method was used to describe the data. The study

was limited to Government Viqar-un-Nisa Graduate College for Women Rawalpindi.

The 80 teacher and 80 parents of intermediate level pre- medical and ics programmed

were the population of the study. A simple random technique was used to select the

sample for the study. The sample size study was comprised of 66 teachers and 66

parents from intermediate level. Pilot testing was done before finalization of the

instruments. The validity of instruments was ensured by an expert’s opinion. The

reliability of instruments was calculated by Cronbach’s alpha formula. The value of

Cronbach’s alpha for the questionnaire of students was 0.89. The researcher

personally visited sampled colleges to collect data. After data collection, descriptive

analysis (frequency and percentages distribution) was applied to the data. It is

concluded that the relationship between socio economic status and female education.

The recommendation is that Increase financial support and scholarships for girls from

low-income backgrounds. Promote gender-sensitive curriculum and teacher training

to address biases and ensure inclusivity. Establish mentorship programs connecting

girls with successful women. Improve school infrastructure in disadvantaged areas.

Advocate for policies ensuring equal access to quality education for all girls.

KEY WORDS: Expert opinion, socioeconomic status, education, female education.

i
 DECLARATION BY SCHOLAR

It is certified that this BS/B.Ed. (Hons) Elementary Education thesis titled

“Relationship between socio economic status of parents and female education at

intermediate level.” is original research. Its content was not already submitted as a

whole or in parts for the requirements of any other degree and is not currently being

submitted for any other degree or qualification. To the best of my knowledge, the

thesis does not contain any material published or written previously by another

author, except where due references are made to the source in the text of the thesis.

It is further certified that help received in developing the thesis

and all resources used for the purpose have been duly acknowledged at the

appropriate places.

___________________________

Rida Faheem
037854
Department of Education
Government Viqar-un-Nisa Graduate College for Women, Rawalpindi

ii
 DECLARATION BY SUPERVISOR

This is to certify that the research work described in this BS/B.Ed. (Hons)

Elementary Education thesis is an original work of the author. It has been carried out

under my direct supervision. I have personally gone through all the data, contents, and

results reported in the manuscript and certify their correctness and authenticity.

I further certify that the thesis has been compiled under my supervision and the

material included in the thesis has not been used partially or fully in any manuscript

already submitted or is in the process of submission in partial or complete fulfilment

of the award of any other degree from any other institution. I, therefore, endorse its

worth for the award of a BS/B.Ed. (Hons) Elementary Education degree in accordance

with the prescribed procedure of the university.

___________________________

Supervisor
Dr. Um e Rubab
Government Viqar-un-Nisa Graduate College
For Women, Rawalpindi

iii
 APPROVAL SHEET

Certified that the contents and form of the thesis entitled “relationship between socio

economic status of parents and female education” submitted by “Rida Faheem”

Student No. “037854” have been found satisfactory for the requirements of the degree

of BS/B.Ed. (Hons) Elementary Education.

______________________
Internal Examiner
Supervisor
Dr. Um e Rubab

_______________________

Director
Dr Muhammad Tariq

Dated

ACKNOWLEDGEMENT
iv
I dedicate this fruit of my effort to ALLAH (S.W.T): the Creator of the World and his

beloved, HAZRAT MUHAMMAD (S.A.W.W) from whom the World was created.

Thank you so much, Dr. Um-e-Rubab for teaching me how to conduct research and

guiding me wholeheartedly through this whole journey of writing my first ever

research thesis.

Rida Faheem

v
 DEDICATION
I dedicate this fruit of my effort to ALLAH (S.W.T): the Creator of the World and his

beloved, HAZRAT MUHAMMAD (S.A.W.W) from whom the World was created. A

very special feeling of gratitude to my precious and loving father and mother, brothers

and teachers whose support, prayers and affection are sources of my strength at every

step of my life. May ALLAH always keep them safe and sounds.

Ameen Summa Ameen…!

vi
 CONTENT
INTRODUCTION ……………………………………………………………… 1

Statement of the Problem………………………………………………………… 3

Research Objectives …………………………………………………………….. 3

Research question ……………….………………………………………………. 3

Significance of the Study ………...………………………………………………. 4

Delimitation of the Study …….………………………………………………….. 4

Operational Definition of Key Terms ……………………………………………. 5

REVIEW OF RELATED LITERATURE……………………………………… 6

Education………………………………………………………………………. 6

Women Empowerment……………….…………………………………………. 7

Problem of Education System…………………………………………………… 8

Female Education……………………………………………………………….. 9

Islamic Perceptive of Female Education……………………………………… 11

Socio-Economic Status………………………………………………………… 12

Type of Socio Economic………………………………………………………. 13

Relationship Of Socio-Economic Status………………………………………. 14

Impact Of Socio-Economic Status……………………………………………. 15

Methods And Procedure …………………………………………………..….. 23

Research Design ……………………………………………………………... 23

vii
 Population Of the Study ………………………………………………… 23

Sample of the Study …………………………………………………… 23

Sampling Techniques …………………………………………………… 24

Pilot Testing …………………………………………………………….. 24

Validity …………………………………………………………………. 24

Reliability ……………………………………………………………….. 24

Data Collection …………………………………………………………… 24

Data Analysis ……………………………………………………………… 24

Analysis And Interpretation of Data ………………………………………. 25

Analysis Of Data ……………………………………………………………. 25

Research Objective 1 Analysis……………………………………………. 25

Research Objective 2 Analysis……………………………………………. 29

SUMMARY, FINDINGS, DISCUSSION, CONCLUSION AND

RECOMMENDATION…………………………………………………… 35

Summary ………………………………………………………………. 35

Findings ………………………………………………………………. 36

Conclusion …………………………………………………………… 39

Discussion ………………………………………………………………. 39

Recommendation ………………………………………………………. 40

REFERENCES …………………………………………………………….. 41

viii
APPENDIX …………………………………………………………….. 44

ix
 LIST OF TABLES

Table Pages

Objective 1 …………………………………………… 25-29

Objective 2 …………………………………………… 29-34

x
 1

CHAPTER NO 1
INTRODUCTION

Socio-economic status (SES) encompasses a person's overall social position, which is

influenced by achievements in both the social and economic domains. When studying

children's academic performance, SES typically refers to the socio-economic status of

their parents or family. It is determined by factors such as educational attainment,

employment status, occupational position, income, and wealth. Numerous

comprehensive reviews have explored the relationship between SES and educational

outcomes.

The socio-economic status of parents relates to the circumstances in the family that

involve the interaction of social and economic factors. Social factors pertain to a

society or its organization, including aspects of social rank and status (Soanes, 2006).

The socio-economic status of a student's parents is commonly assessed by considering

their educational, occupational, and income levels (Jaynes, 2002). Another significant

variable often examined in the analysis of socio-economic family background is the

number of siblings in the family (Tian, 2006).

Parents' educational levels play a crucial role in determining a child's intellectual and

academic performance (Hanafi, 2006). Highly educated parents are more likely to

engage in activities that foster their children's intellectual potential, which positively

influences their academic performance. For instance, these parents are more inclined

to provide their children with adequate academic foundations at home, contributing to

their success in school. Furthermore, highly educated parents possess knowledge

about high-quality reading materials and proper nutrition, which they can provide to

support their children's academic achievements.

 2

The theoretical linkage between parents' educational levels and students' performance

can be understood through human capital theory. This theory suggests that parents'

educational attainment enhances the human capital of their children, which, in turn,

positively affects their academic performance and future success.

Impact of parental status on students' education and behavior at intermediate level. It

explores the differences in academic performance between children from privileged

backgrounds and those from disadvantaged families, particularly in rural areas and

shantytowns. Children from affluent families often have greater opportunities for

academic achievement, physical development, and overall success compared to their

peers from less privileged backgrounds. In rural areas, parents may prioritize earning

money over their child's education, leading to less emphasis on studying or the child

being asked to assist with their parents' work. Additionally, family factors such as

family type and size can also affect a child's education and potentially have adverse

effects on their personality and academic progress

Higher socio-economic status and greater levels of parental education can have a

positive impact on children's education. Parents from higher socio-economic

backgrounds tend to be more involved in their children's education, possess social

skills and problem-solving strategies that benefit their children's academic success.

Consequently, students with parents who have higher socio-economic status and

education levels are more likely to value learning, have positive beliefs about their

abilities, demonstrate a strong work ethic, and employ effective learning strategies

compared to children whose parents have lower socio-economic status and education

levels (Joan, 2009).

It is important to recognize the significant influence of parents on their children's

education, although this factor is often undervalued. Society should actively

 3

encourage greater parental participation in public education, as emphasized by

numerous studies.

1.2 STATEMENT OF THE PROBLEM

The study aims to investigate the impact of parental socio-economic status on female

education. It seeks to examine whether there is a correlation between the socio-

economic background of parents and the educational opportunities and outcomes of

their daughters. The research will explore the potential barriers or facilitators that

socio-economic status poses on female education, including factors such as access to

resources, educational support, cultural norms, and societal expectations. By

analyzing this relationship, the study intends to shed light on the specific challenges

faced by females from different socio-economic backgrounds in accessing quality

education and achieving academic success. Additionally, it aims to identify potential

strategies and interventions to promote equal educational opportunities for females,

regardless of their parents' socio-economic status.

1.2 OBJECTIVE OF THE STUDY

Following objectives have been set for the study:

1. To identify the perceptions of teachers regarding socio economic status of parents

and female education.

2. To analyze the views of parent’s students having high, middle or low-class status.

1.3 RESEARCH QUESTION

1. What is the relationship between socio economic of parents and female

education?

2. What is the effect of parent’s income on female education?

 4

1.4 SIGNIFICANE OF THE PROBLEM

Research consistently demonstrates that the income level of parents has a strong

positive influence on their children's academic performance. Students from lower-

income families are more likely to face academic challenges and have lower success

rates. Furthermore, studies indicate that parents with lower levels of education may

lack the necessary knowledge and skills to effectively engage with their children's

education, leading to poorer academic outcomes. It suggests that parental involvement

in education may vary in its impact, with more involved parents placing a higher

value on academic achievement.

A final fitted model in the research identifies several variables that significantly

contribute to students' academic achievement. These variables include family size,

average monthly income, parents' occupation, and educational level. It is observed

that larger family sizes have a negative impact on students' academic performance.

Additionally, students from low-income families, where parents have lower levels of

education, may lack the resources needed to support their children's development and

school readiness. To address these issues, it is recommended that communities and

governments collaborate to promote family planning and effective contraceptive use.

Moreover, efforts should be made to reduce unemployment rates by creating job

opportunities, which can improve the socio-economic conditions of families and

positively impact their children's educational outcomes.

1.5 DELIMITATION OF THE STUDY

This research will be limited only at intermediated level.

1.6 OPERATIONAL DEFINITION OF KEY TERM

EXPERT OPINION:
 5

An expert opinion is a viewpoint or assessment provided by an individual who

possesses specialized knowledge, skills, and experience in a particular field or subject

matter.

SOCIO ECONOMIC STATUS:

Socioeconomic status (SES) refers to the specific indicators or measurements used to

assess an individual or family's socioeconomic position.

EDUCATION:

Education refers to the specific criteria or measures used to quantify and assess an

individual's educational attainment or the educational system itself. It involves

identifying observable and measurable indicators related to education.

FEMALE EDUCATION:

Female education refers to the provision of formal and informal learning

opportunities, knowledge, and skills to girls and women.

Chapter no 2
 6

REVIW OF RELATED LITERATURE

2.1 Education

Education plays a critical role in human development, distinct from schooling.

Although schooling is a method of delivering education, education encompasses the

comprehensive process of human learning, which includes knowledge acquisition,

training of faculties, and development of various skills. Education, discipline that is

concerned with methods of teaching and learning in schools or school-

like environments as opposed to various no formal and informal means

of socialization (e.g., rural development projects and education through parent-child

relationships). Additionally, education is characterized as the act of educating or

disciplining the mind, as well as character training. As a dynamic tool of change,

education is anticipated to influence or shape the social behavior of the individual

undergoing the process.

2.1.1 Importance of Education

Education is essential for the development of human resources. It provides individuals

with the necessary knowledge, skills, and attitudes to fulfill their potential and

contribute to the economic and social development of their communities. Education

not only enhances productivity and efficiency but also produces skilled and trained

individuals who can lead the economic development of a country.

2.2 Women Empowerment

 7

Education is crucial for personal growth, as it expands knowledge, enhances critical

thinking skills, and cultivates a lifelong love for learning. It equips individuals with

the tools they need to navigate and succeed in various aspects of life.

 Economic Opportunities

Education is strongly linked to economic prosperity. It provides individuals with the

necessary skills and knowledge to secure better job opportunities, earn higher

incomes, and contribute to economic growth. Education also promotes

entrepreneurship and innovation, driving economic development.

 Social Mobility

Education serves as a pathway for social mobility, allowing individuals to improve

their socio-economic status and break the cycle of poverty. It provides equal

opportunities for individuals from diverse backgrounds to succeed and realize their

potential, irrespective of their social or economic circumstances.

 Empowerment

Education empowers individuals by fostering critical thinking, independent decision-

making, and problem-solving abilities. It enhances self-confidence, encourages active

citizenship, and enables individuals to make informed choices that positively impact

their lives and communities.

 Social Cohesion and Cultural Understanding

Education promotes social cohesion by fostering empathy, respect, and understanding

among individuals from different backgrounds. It helps build a more inclusive and

tolerant society by challenging stereotypes, promoting diversity, and fostering cultural

exchange.
 8

Health and Well-being: Education plays a critical role in improving health outcomes

and promoting overall well-being. It equips individuals with essential knowledge and

skills related to personal hygiene, nutrition, disease prevention, and healthcare access,

leading to healthier lifestyles and improved quality of life.

2.3 Problems with The Education System in Pakistan:

The education system in Pakistan is plagued by several issues that have hindered the

country's progress. These problems include:

2.3.1 Lack of adequate Budget

The education sector in Pakistan has been neglected for a long time, and the

government has not allocated enough budget for it. The lowest budget has been

awarded to the system of education since the establishment of Pakistan, which has

weakened the foundation of the quality in the education system.

2.3.2 Defective Examination System:

The examination system in Pakistan is defective, and it does not assess the students'

true potential. The current examination system encourages rote learning and

memorization, which does not promote critical thinking and problem-solving skills.

2.3.3 Poor Physical Facilities:

Most schools in Pakistan lack basic physical facilities such as clean drinking water,

proper sanitation, and adequate classrooms. This hampers the students' ability to learn

and negatively affects their health.

2.3.4 Lack of Teacher Quality:

 9

The quality of teachers in Pakistan is poor, and many teachers lack the necessary

qualifications and training. This results in poor quality of education and hampers the

students' ability to learn and grow.

2.3.5 Lack of Implementation of Education Policies:

Pakistan has adopted more than 25 educational policies, but the implementation of

these policies has been poor. This has resulted in a directionless education system that

has failed to raise the nation economically, politically, and socially.

The government of Pakistan has recognized the significance of education and its role

in human resource development.

The importance of education is widely recognized by both developed and developing

countries. In Pakistan, education is considered a fundamental right of every citizen,

and the government is constitutionally committed to providing access to education for

all (Govt. of Pakistan, 2000).

Secondary education is a critical sub-sector of the education system as it provides

middle-level workers for the economy and acts as a feeder for higher education. The

quality of higher education depends on the quality of secondary education, which

should prepare students for higher education and practical life. This stage of education

is crucial as it is the period of adolescence, where basic perceptions and behaviors

begin to form, and the problems of adjustment to new roles in life become significant.

Therefore, secondary education provides an excellent opportunity for educators to

initiate programs that promote proper behavior and attitudes that lead to a productive

and peaceful life in the future (AIOU, 1998).

2.4 Female Education

 10

Education has played a central role in the development of human society, serving as a

means not only for individual knowledge, information, and awareness but also as a

holistic strategy for development and change. It is particularly crucial for women, as

education enables them to establish social relationships based on equality and to attain

self-respect. Education also allows women to participate in various fields, ensuring

that their voices and concerns are heard and addressed in public forums. Education is

a critical input for human resource development and is essential for a country's

economic growth. It enhances individual productivity and efficiency, producing a

skilled labor force capable of leading the economy toward sustainable growth and

prosperity. The progress and well-being of a country are significantly influenced by

the education choices available to its people, making education one of the most

powerful instruments for change.

Gender discrimination refers to the disparity in attaining complete civil rights between

males and females. Social and cultural obligations assign duties and obligations to

both genders, leading to poverty and income distribution discrimination. Inequality in

wealth attainment between males and females is a common phenomenon in under-

developed and developing countries (Chaudhry & Rahman, 2009).

In Pakistan, the situation is different from other developed countries as males hold a

dominating role, and resources and supplies are assigned in their favor. Males have

better access to education and skills than females, whose role is confined to the house,

and they are only provided skills related to household tasks to become good mothers

and wives. The decision-making role of women is limited, and the gender

discrimination is authoritative in the learning system between rural and urban

localities of Punjab province (Asian Development Bank, 2002).

 11

Education has played a significant role in empowering women (Sandhya, 2015). It is

necessary for changing the economic condition and developing human resources,

making women's empowerment essential in Pakistan. Higher education for females

can increase wages and profits, eradicating poverty in families and raising their status

(Chaudhry & Rahman, 2009).

Before the origin of urbanization, women held a significant role in earlier societies,

and the concept of goddesses was more prevalent than gods. However, as urbanization

flourished, the idea of power and military competitiveness increased, which led to the

enhancement of male dominance. The society became segregated into different work

classes such as artisans, merchants, and agricultural laborers, with power and

authority exclusively held by men. In this era, all decisions about the family were the

sole right of the male family head (Ahmed, 1992). Unfortunately, women did not have

the same opportunities as men, and their choices regarding how to spend their time,

both in work and leisure, were more limited than men's choices (Verma, 2006).

2.5 Islamic Perceptive of Women Education:

Pakistan is an Islamic country that has been formed based on the religion of Islam.

The Holy Quran and the sayings of Prophet Muhammad (PBUH) provide complete

guidance on how to follow the religion and lead a successful life in this world and the

hereafter. The need for acquiring knowledge is emphasized in Islam. Allah Almighty

has provided revelations to His beloved Prophet (PBUH), and the first revelation was

about knowledge.

The Holy Quran states that: "Read, in the Name of your Lord, who has created (all

that exists). He has created man from a clot (a piece of thick coagulated blood). Read,

and your Lord is the Most Generous. Who has taught (writing) by the pen. He has
 12

taught man that which he knew not" [Al-Alaq, 96:1-5]. This verse highlights the

importance of education and encourages Muslims to seek knowledge.

Similarly, Prophet Muhammad (PBUH) emphasized the importance of seeking

knowledge by saying, "Seeking knowledge is obligatory upon every Muslim" [Ibn

Majah 1/224 and Tirmidhi 218]. This statement implies that regardless of race,

gender, age, or social status, acquiring knowledge is mandatory for every Muslim. To

be a good Muslim, one must follow the guidelines provided by Allah and His Prophet

(PBUH), which include seeking knowledge. Therefore, Pakistan being an Islamic

country and having a majority Muslim population, should focus on education to

follow the religion and become successful in this world and the hereafter.

Hadith we infer that education is not a right but a responsibility on every

Muslim, male or women. In the second Hadith, emphasis is laid on the quality of

education imparted to the girl slave and the latter part deals with the encouragement to

free slaves (Islam denounced and later abolished slavery). The third Hadith speaks

volumes about the superiority of the person who seeks knowledge over the one who

does not. The reference here to superiority is to the person who seeks knowledge, man

or woman.

• Doing struggle against the global challenges demands the increasing role of

educated female in societies (Yutang, 1965).

• Education can help the females to take initiative for their development and

betterment of lives (Basset, 1978).

2.6 Socio-Economic Status:

Researchers have various definitions of socioeconomic status (SES) depending on the

nature of their studies. One common approach is to classify SES into three levels:
 13

low, moderate, and high (Woolfolk, 2007 as cited in Brogan, 2009). Brogan (2009)

states that SES classifications are used to identify and address inequalities, and SES

measures the influence of the social environment on individuals, families,

communities, and schools. Other factors considered in determining SES include

opportunities for social and economic advancement, policy influence, resource

availability, and occupational prestige.

Santrock (2004) defines SES as the grouping of people with similar occupational,

educational, and economic characteristics. This definition aligns with the one

provided by Demarest et al. (1993), who state that a family's socioeconomic status is

based on family income, parental education level, parental occupation, and social

status within the community (as cited in "Socioeconomic Status," n.d.). The variance

in socioeconomic status, including disparities in wealth distribution, income, and

resource access, affects everyone ("Fact Sheet," 2013).

Low SES is associated with negative psychological and physical health outcomes for

women. It also leads to circumstances such as poverty, lower education, and poor

health for children and families, ultimately impacting overall well-being and quality

of life for individuals and society as a whole ("Fact Sheet," 2013).

2.6 Types of Socio-Economic Status of Parents

There are four types of socio economic

2.6.1 High Socio-Economic Status

This category represents individuals or households with a high socio-economic status.

They typically have high incomes, advanced educational attainment, prestigious

occupations, significant wealth, and reside in affluent neighborhoods.

2.6.2 Middle Socio-Economic Status

 14

Middle socio-economic status includes individuals or households with average or

moderate socio-economic standing. They have moderate incomes, varying levels of

educational attainment, occupations that range from white-collar to skilled trades, and

relatively stable financial situations.

2.6.3 Low Socio-Economic Status

This category represents individuals or households with a low socio-economic status.

They usually have low incomes, limited educational attainment, occupations that may

be low-skilled or manual labor, and face financial constraints and limited access to

resources.

2.6.4 Working Class

The working-class socio-economic status refers to individuals or households engaged

in manual or blue-collar occupations that require physical labor. They typically have

moderate incomes, limited educational attainment beyond high school, and may face

economic challenges.

2.6.5 Underprivileged:

This category represents individuals or households facing significant socio-economic

disadvantages. They often have low incomes, limited educational opportunities,

unstable employment, lack of access to basic necessities, and may reside in

disadvantaged or marginalized communities.

2.8 Relationship of Socio-Economic Status of Parents And Female Education

Three main factors determine whether students belong to low SES or high SES.

Students from low SES backgrounds are more likely to watch television at home,

which can reduce critical thinking. While television can be an educational medium, it

does not always provide accurate information. On the other hand, students from high
 15

SES families are more likely to engage in activities like reading books and skill-

building during summer vacation (Woolfolk, 2007 as cited in Brogan, 2009). Brogan

(2009) adds that the mother's educational level is closely associated with these factors.

Mothers from high SES families are more likely to have college degrees and

recognize the need for home enrichment, while low-educated mothers may not be able

to identify this need. Access to community resources can promote and support

children's development and school readiness, but poor families may have limited

access to such resources ("Socioeconomic Status," n.d.). Low SES is often associated

with families living at or below the poverty level (Woolfolk, 2007 as cited in Brogan,

2009).

Low socioeconomic status affects parents' decision-making regarding their children's

development and learning. Zill, Collins, West, and Hausken (1995) suggest that low

maternal education and minority-language status are linked to children's literacy (as

cited in "Socioeconomic Status," n.d.). This can result in children being unprepared

for school. Ramey and Ramey (1994) imply that early exposure to knowledge fosters

cognitive growth in children. However, families facing economic difficulties may

prioritize basic needs like food, clothing, shelter, and medicine, leaving little time,

energy, or resources to enhance their children's minds. Insufficient time and energy

for child care and school preparation can affect families across income levels

("Socioeconomic Status," n.d.).

2.9 Impact of Socio-Economic Status Of Parents And Female Education

1. Income Level

Socioeconomic status (SES) is often determined by the income level of individuals or

families. Income is a key component of SES as it reflects the economic resources

available to meet basic needs and participate in society. Low-income individuals or

 16

families typically have limited financial resources and struggle to meet basic needs.

They often face challenges in accessing quality education, healthcare, and housing.

The specific income thresholds for low income may vary by country and are usually

relative to the overall income distribution in a given society. Moderate-income

individuals or families have a higher income level than those in the low-income

category but may still experience some financial constraints. They have relatively

more resources and access to basic needs, but may still face limitations in areas like

education and healthcare. High-income individuals or families have significant

financial resources that provide them with a comfortable standard of living. They

have greater access to quality education, healthcare, housing, and other resources.

High-income households often have discretionary income to invest, save, or spend on

additional luxuries.

It's important to note that the specific income thresholds defining low, moderate,

and high income can vary across countries and over time due to factors such as

inflation and changes in economic conditions. These thresholds are typically

determined by government agencies, researchers, or organizations focused on

socioeconomic research. SES is often determined by the income level of parents

or guardians. Higher income indicates a higher SES, while lower income indicates

a lower SES.

2. Education Level

The educational attainment of parents is an important characteristic of SES.

Higher levels of education are associated with higher SES. Research indicates that

children from low-SES households and communities develop academic skills

slower than children from higher SES groups (Morgan, Farkas, Hillemeier, &

Maczuga, 2009). For instance, low SES in childhood is related to poor cognitive
 17

development, language, memory, socioemotional processing, and consequently

poor income and health in adulthood. The school systems in low-SES

communities are often under resourced, negatively affecting students’ academic

progress and outcomes (Aikens & Barbarin, 2008). Inadequate education and

increased dropout rates affect children’s academic achievement, perpetuating the

low-SES status of the community. Improving school systems and early

intervention programs may help to reduce some of these risk factors; therefore,

increased research on the correlation between SES and education is essential

3. Occupational Status:

The type of occupation parents engage in can be indicative of their SES. Professions

that require higher levels of skill and education often correspond to higher SES.

Research studies have consistently shown that parental occupational status is

associated with various outcomes for children, including educational attainment,

income levels, and overall well-being. Children of parents with higher occupational

status tend to have better access to resources, educational opportunities, and social

networks, which can contribute to their own upward mobility.

4. Wealth and Assets:

The accumulation of wealth and possession of assets, such as property, investments,

and savings, are factors that contribute to SES. Wealth and assets refer to the

accumulated financial resources and possessions owned by individuals or families.

Wealth and assets play a crucial role in determining one's SES as they reflect the

long-term financial security and economic well-being of individuals and families.

They encompass various forms of assets, including real estate, investments, savings,

stocks, and personal property.

 18

Research consistently demonstrates that parental wealth and assets have significant

implications for children's outcomes and opportunities. Having greater wealth and

assets can provide families with advantages such as better access to quality education,

healthcare, housing, and other resources that contribute to upward mobility and

improved well-being.

5. Housing Conditions:

The quality of housing, such as home ownership, type of neighborhood, and living

conditions, can provide insights into SES. Housing conditions encompass various

aspects, such as the type of housing, affordability, quality, and stability.

Parental SES often influences the housing conditions that families can afford and

access. Higher SES families tend to have better housing conditions, including owning

their homes or residing in well-maintained, safe, and comfortable properties. They

may have access to desirable neighborhoods with good schools, amenities, and a

lower risk of environmental hazards.

Conversely, lower SES families may face challenges in securing adequate and

affordable housing. They may experience housing instability, such as frequent moves

or overcrowded living situations. Quality issues like substandard housing conditions,

insufficient maintenance, or exposure to environmental risks can also be more

prevalent in lower SES households.

Research has consistently shown that housing conditions can have significant impacts

on various aspects of child development and well-being. Access to safe, stable, and

affordable housing is associated with better educational outcomes, improved health,

and overall socioemotional well-being for children.

 19

To delve deeper into the relationship between parental SES and housing conditions, I

recommend referring to academic studies, government reports, or reputable sources

specializing in housing research or social and economic indicators. These sources can

provide specific data and references to support your inquiry into the connection

between parental SES and housing conditions.

6. Access to Healthcare:

The ability to afford and access quality healthcare services is often linked to SES.

Higher SES individuals typically have better access to healthcare resources. The

socioeconomic status (SES) of parents can influence their access to healthcare

services. Higher SES is often associated with better access to healthcare due to factors

such as higher income, private health insurance coverage, and greater knowledge of

available healthcare resources.

Research studies have examined the relationship between SES and healthcare access,

highlighting disparities that exist based on socioeconomic factors. Here are a few

references to academic studies that discuss SES and healthcare access:

Adler, N. E., & Newman, K. (2002). Socioeconomic disparities in health: pathways

and policies. Health Affairs, 21(2), 60-76. This influential article provides an

overview of the pathways through which SES impacts health and healthcare access,

discussing the role of socioeconomic disparities. Aday, L. A., & Andersen, R. M.

(1974). A framework for the study of access to medical care. Health services research,

9(3), 208-220

7. Educational occupational

SES influences the educational opportunities available to children. Higher SES

parents can often afford private schools or additional educational resources for their
 20

children. The socioeconomic status (SES) of parents is known to influence

educational opportunities for their children. Higher SES is often associated with

greater access to quality education, resources, and academic support, while lower SES

can pose challenges in accessing educational opportunities.

8. Social Networks:

The social connections and networks that parents have an impact their SES. Access to

influential social networks may provide more opportunities for higher SES

individuals. The socioeconomic status (SES) of parents can influence their social

networks, including the individuals and resources they have access to within their

communities. Higher SES individuals often have broader social networks, which can

provide various advantages such as professional connections, access to information,

and social support. On the other hand, lower SES individuals may have more limited

social networks, which can impact their opportunities and resources. Lin, N. (1999).

Building a network theory of social capital. Connections, 22(1), 28-51. This article by

Nan Lin presents a comprehensive network theory of social capital, which

encompasses the resources embedded in social networks and discusses how

socioeconomic factors can shape social networks. Moody, J. (2001). Race, school

integration, and friendship segregation in America. American journal of sociology,

107(3), 679-716.This study explores the relationship between race, school integration,

and friendship segregation, which can provide insights into the formation of social

networks among different socioeconomic groups. Putnam, R. D. (2000). Bowling

alone: The collapse and revival of American community. Simon & Schuster. This

influential book by Robert D. Putnam examines the decline of social capital and

community engagement in the United States, discussing how socioeconomic factors

contribute to changes in social networks and community interactions.

 21

9. Cultural Capital:

The possession of cultural knowledge, skills, and experiences can be linked to SES.

Exposure to cultural activities and experiences is often more accessible to higher SES

individuals. Cultural capital is a concept developed by sociologist Pierre Bourdieu,

which refers to the knowledge, skills, education, and cultural experiences that

individuals acquire throughout their lives. It plays a significant role in shaping social

mobility and opportunities. Pierre Bourdieu: "The transmission of cultural capital is a

primary mechanism through which social inequalities are reproduced across

generations." - Bourdieu, P. (1986). The forms of capital. Handbook of theory and

research for the sociology of education, 241-258.Annette Lareau: "Middle-class

children have a head start in accumulating cultural capital and in developing their

skills and talents because their parents actively foster their development through

organized activities." - Lareau, A. (2011). Unequal childhoods: Class, race, and

family life. Univ of California Press. Judith Lorber: "Cultural capital is passed from

parents to children in families with high social status, providing them with the

knowledge, values, and habits that are valued by dominant social groups." - Lorber, J.

(2012). Socialization: The cultural production and reproduction of society. In The

Social Construction of Difference and Inequality: Race, Class, Gender, and Sexuality

(pp. 25-62). McGraw-Hill.

10 Parental Occupation Stability:

The stability of parental employment and the level of job security can be indicative of

SES. Higher SES individuals often have more stable and secure employment.

Research suggests that higher SES parents tend to have more stable and secure

occupations compared to lower SES parents. Higher SES occupations often provide

greater job security, higher incomes, and opportunities for career advancement. This
 22

stability can have a significant impact on the economic well-being and resources

available to families. Parental occupational stability is closely linked to

socioeconomic status, with higher SES parents more likely to have stable and secure

occupations. “McLoyd, V. C. (1998). Socioeconomic disadvantage and child

development. American psychologist, 53(2), 185-204."Higher SES parents tend to

have occupations with higher intergenerational occupational mobility, providing

opportunities for upward mobility for their children. “Hauser, R. M., & Solon, G.

(2006). The transmission of economic inequality from one generation to the next. In

Handbook of the economics of education (Vol. 1, pp. 523-577). Elsevier.

 23

CHAPTER 3
METHODS AND PROCEDURE

This study was discussed the methods and procedure which was used to collect the

data. This chapter present the research design, population, target population, sample

size and sampling technique, data collection method, research instrument and data

analysis techniques were used.

3.1 Research design

The nature of the study is descriptive in which quantitative method was used to

describe the data. A survey method was used to describe the responses of the

respondents. A questionnaire was used for the students. Five Likert scale (1) strongly

agree (2) agree (3) neutral (4) disagree (5) strongly disagree was used in this study, in

which the study was determined the relationship between socio economic status of

parents and female education’ performance.

3.2 Population of the study

This research will be comprised with 80 teachers and 80 parents of pre medical

Government Viqar-un-Nisa. The 80 teacher and 80 parents of the ics of Government

Viqar-un-Nisa Graduate College for women. The total population of the study is 80

teacher and 80 parents of govt viqar – un-nisa of intermediate level first year and

second year.

3.Sample of the study

Two group were selected as samples for the study; Each group was selected among

pre medical and ics at Government Viqar-un-Nisa Graduate College for women. The

sample of the study was selected 66 teacher and 66 parents at intermediate level.
 24

3.4 Sampling techniques

A simple random technique was applied to select the sample of the study.

3.5 Pilot testing

In this research data was analysis from the respondents for pilot testing. The tool was

developed for 23 teachers. The strength of the participants was not being included in

final sample. This process was helpful to provide understanding of the participants to

final improvement.

3.6 Validity

The instrument tool was pilot tested to check the ethnicity of the instruments. The tool

was observed by the relevant panel of the expert. The experts were validating the

instruments.

3.7 Reliability

Reliability was checked through internal consistency coefficient (using Cronbach

alpha. The value of the reliability was 0.89.

3.8 Data collection

In data collection researcher was collected the data through questionnaire from the

respondents. 5-likert scale including strongly agree, neutral, disagree, strongly

disagree was used for questionnaire.

3.9 Data analysis:

In this study frequency, percentage distribution was used to interpret the data result.

The statistical analyses were explained result of the study.

 25

CHAPTER NO 4

ANALYSIS AND INTERPRETATION

The data was analyzed by using spss descriptive statistics were used for analysis

Research question 1 analysis

TEACHER RESPONSE

Table no 1: I believe female education is important in my culture.

Frequenc % Valid% Cumulative

y %
Strongly 34 51.5 51.5 51.5
agree
Agree 20 30.3 30.3 81.8
Valid Neutral 9 13.6 13.6 95.5
Disagree 2 3.0 3.0 98.5
300.00 1 1.5 1.5 100.0
Total 66 100.0 100.0
Table no 1 shows that 20 and 34 respondents 51.5% and 30.3% respondents are

strongly agreeing and agree respectively however,2 and 1 respondent 3.0% and 1.5%

respondent with disagree and strongly disagree respectively. While the 9 respondent

with13.6% percent of the total are undecided and neutral mostly respondent is

agreeing regarding female education is important in our culture.

Table no 2: In my culture both male and female hold equal importance in education

Frequenc % Valid % Cumulative

y %
Valid Strongly agree 32 48.5 48.5 48.5
Agree 17 25.8 25.8 74.2
Neutral 11 16.7 16.7 90.9
Disagree 4 6.1 6.1 97.0
 26

Strongly 2 3.0 3.0 100.0

disagree
Total 66 100.0 100.0
Table no 2: shows that 32 and 17 respondent 8.5% and 25.5% respondents are

strongly agreeing and agree respectively however,4 and 2 respondents 3.0%and 6.1%

respondents with disagree and strongly disagree respectively. While the 11 respondent

with16.7% percent of the total are undecided and neutral mostly respondent is

agreeing regarding both male and female hold equal importance in our culture.

Table no 3: In my culture attitude toward the female education change in recent year.

Frequenc % Valid % Cumulative

y %
Strongly 11 16.7 16.7 16.7
agree
Agree 26 39.4 39.4 56.1
Valid
Neutral 23 34.8 34.8 90.9
Disagree 6 9.1 9.1 100.0
Total 66 100.0 100.0
Table no 3: shows that 11 and 26 respondents16.7% and39.4% respondents are

strongly agreeing and agree respectively however,6 9.1% respondent with disagree

respectively. While the 23 respondents with 34.8% percent of the total are undecided

and neutral mostly respondent is agreeing regarding attitude toward the female

education change in recent years.

Table no 4: I believe that girls and boys have the same opportunity to participate in

extracurricular activities.

Frequenc % Valid% Cumulative

y %
Valid Strongly agree 19 28.8 28.8 28.8
Agree 22 33.3 33.3 62.1
Neutral 10 15.2 15.2 77.3
Disagree 11 16.7 16.7 93.9
 27

Strongly 4 6.1 6.1 100.0

disagree
Total 66 100.0 100.0
Table no 4: shows that 19 and 22 respondents 28.8% and 33.3% are strongly agreeing

and agree respectively however,11 and 4 respondents 16.7% and 6.7% with disagree

respectively. While the 11respondent with15.7 %percent of the total are undecided

and neutral mostly 22% percent respondent is agreeing with that boys and girls have

same opportunity to participate in extracurricular activities.

Table no 5: In my community there is some barriers for female education.

Frequenc % Valid % Cumulative

y %
Strongly agree 20 30.3 30.3 30.3
Agree 21 31.8 31.8 62.1
Neutral 9 13.6 13.6 75.8
Valid Disagree 13 19.7 19.7 95.5
Strongly 3 4.5 4.5 100.0
disagree
Total 66 100.0 100.0
Table no 5: shows that 20 and 31.8 respondents 30.3%and 31.3% are strongly

agreeing and agree respectively however,13 and 3 respondents 19.7% and 4.5% with

disagree respectively. While the 9 respondents with 13.6 %percent of the total are

undecided and neutral mostly 21% percent respondent is agreeing with that in our

community there is some barriers in female education

Table no 6: I believe lack of resources for female education is major barriers in to

progress of Pakistan.

Frequenc % Valid% Cumulative

y %
Valid Strongly 26 39.4 39.4 39.4
agree
Agree 20 30.3 30.3 69.7
Neutral 10 15.2 15.2 84.8
 28

Disagree 10 15.2 15.2 100.0

Total 66 100.0 100.0
Table no 6: shows that 26 and 20 respondents 39.4% and 30.3 %are strongly agreeing

and agree respectively however, 10 15.2% respondents with disagree respectively.

While the 1orespondent with 15.2% percent of the total are undecided and neutral

mostly 26% percent respondent is agreeing with that lack of resource in female

education is major barrier in progress of Pakistan.

Table no 7: I believe girls face a specific challenge in terms of accessing education

infrastructure.

Frequenc % Valid % Cumulative

y %
Strongly agree 19 28.8 28.8 28.8
Agree 22 33.3 33.3 62.1
Neutral 11 16.7 16.7 78.8
Valid Disagree 12 18.2 18.2 97.0
Strongly 2 3.0 3.0 100.0
disagree
Total 66 100.0 100.0
Table no 7: shows that 19 and 22 % respondents28.8% and 33.3% are strongly

agreeing and agree respectively however,12 and 2 respondents 18.2% and 3.0% with

disagree respectively. While the 11 respondents with 16 % percent of the total are

undecided and neutral mostly 22% percent respondent is agreeing with that girls face

a specific challenge in term of accessing education infrastructure

Table no 8: I believe conflict and insecurity impact the education for girls.

Frequenc % Valid % Cumulative

y %
Valid Strongly agree 18 27.3 27.3 27.3
Agree 22 33.3 33.3 60.6
Neutral 9 13.6 13.6 74.2
Disagree 13 19.7 19.7 93.9
Strongly 4 6.1 6.1 100.0
disagree
 29

Total 66 100.0 100.0

Table no 8: shows that 18 and 22 respondents 27.3% and 33.3% are strongly agreeing

and agree respectively however,4 and 13 respondents 19.7%and 6.1%with disagree

respectively. While the 9 respondents with 13.6% percent of the total are undecided

and neutral mostly 22% percent respondent is agreeing with that conflict and

insecurity impact the female education.

Table no 9: I believe culture and societal norms affect girls to access education.

Frequenc % Valid % Cumulative

y %
Strongly agree 12 18.2 18.2 18.2
Agree 28 42.4 42.4 60.6
Neutral 14 21.2 21.2 81.8
Valid Disagree 9 13.6 13.6 95.5
Strongly 3 4.5 4.5 100.0
disagree
Total 66 100.0 100.0
Table no 9: shows that 12 and 28 respondents 18.2% and 42.4%are strongly agreeing

and agree respectively however,9 and 3 respondents13.6% and4.5% with disagree

respectively. While the 14respondent with 21.2% percent of the total are undecided

and neutral mostly 28 %percent respondent is agreeing with that cultural and societal

norms effect girls to access education.

Research questions no 2 analyses

PARENTS RESPONSE

Table no 1: I believe female education contribute to the empowerment of women in

my community.

Frequenc % Valid % Cumulative

y %
 30

Strongly 42 62.7 63.6 63.6

agree
Valid Agree 21 31.3 31.8 95.5
Neutral 3 4.5 4.5 100.0
Total 66 98.5 100.0
Missing System 1 1.5
Total 67 100.0

Table no 1: shows that 42 and 21 respondents 62.7% and31.3%are strongly agreeing

and agree respectively While the 3 respondent with 4.5 %percent of the total are

undecided and neutral mostly 42^% percent respondent is agreeing with that female

education contribute to the empowerment of women in our community.

Table no2: I believe finical and economic pressure impacted the ability of female

student in my community.

Frequenc % Valid % Cumulative

y %
Strongly agree 16 23.9 24.2 24.2
Agree 26 38.8 39.4 63.6
Neutral 14 20.9 21.2 84.8
Valid Disagree 7 10.4 10.6 95.5
Strongly 3 4.5 4.5 100.0
disagree
Total 66 98.5 100.0
Missing System 1 1.5
Total 67 100.0
Table no 2: shows that 16 and 26 respondents23.9% and 38.8% are strongly agreeing

and agree respectively however,7 and 3 respondents 10.4% and 4.5%with disagree

respectively. While the 14 respondents with 20.9 %percent of the total are undecided

and neutral mostly 26 % percent respondent is agreeing with that finical and

economic pressure impacted the ability of female student in my community.

Table no 3: I believe female face a specific challenge due to parents’ income.

 31

Frequenc % Valid % Cumulative

y %
Strongly 16 23.9 24.2 24.2
agree
Agree 23 34.3 34.8 59.1
Valid Neutral 19 28.4 28.8 87.9
Disagree 7 10.4 10.6 98.5
40.00 1 1.5 1.5 100.0
Total 66 98.5 100.0
Missing System 1 1.5
Total 67 100.0
Table no 5: shows that 16 and 23 respondents 23.9% and 34.3%are strongly agreeing

and agree respectively however,7 and 1 respondent 10.4% and 1.5% with disagree

respectively. While the 19 respondents with 28.4% percent of the total are undecided

and neutral mostly 23% percent respondent is agreeing with that female face a

specific challenge due to parents’ income.

Table no 4: I believe parents education level effect female education.

Frequenc % Valid % Cumulative

y %
Strongly agree 13 19.4 19.7 19.7
Agree 18 26.9 27.3 47.0
Neutral 15 22.4 22.7 69.7
Disagree 15 22.4 22.7 92.4
Valid
Strongly 4 6.0 6.1 98.5
disagree
30.00 1 1.5 1.5 100.0
Total 66 98.5 100.0
Missing System 1 1.5
Total 67 100.0
Table no 4: shows that 13 and 18 respondents19.4% and 26.9% are strongly agreeing

and agree respectively however,15 and 4 respondents 22.4% and 6.0%with disagree

respectively. While the 15 respondents with 22.4% percent of the total are undecided

and neutral mostly 18% percent respondent is agreeing with that parents’ education

level effects the female education.

 32

Table no 5: I believe parents higher level of education prioritize their daughter with

lower level.

Frequenc % Valid % Cumulative

y %
Strongly agree 8 11.9 12.1 12.1
Agree 14 20.9 21.2 33.3
Neutral 22 32.8 33.3 66.7
Valid Disagree 18 26.9 27.3 93.9
Strongly 4 6.0 6.1 100.0
disagree
Total 66 98.5 100.0
Missing System 1 1.5
Total 67 100.0
Table no 5: shows that 8and 14 respondents11.9% and 20.9% are strongly agreeing

and agree respectively however,18 and 4 respondents 26.9% and6.0%with disagree

respectively. While the 22 respondents with 32.8% percent of the total are undecided

and neutral mostly 22% percent respondent is neutral and undecided with that parent’s

higher level of education prioritize their daughter with lower level

Table no 6: I believe female face challenges due to parents’ occupation.

Frequenc % Valid % Cumulative

y %
Strongly agree 10 14.9 15.2 15.2
Agree 16 23.9 24.2 39.4
Neutral 20 29.9 30.3 69.7
Valid Disagree 15 22.4 22.7 92.4
Strongly 5 7.5 7.6 100.0
disagree
Total 66 98.5 100.0
Missing System 1 1.5
Total 67 100.0
Table no 6: shows that 10 and 16 respondents 14.9% and 23.9% are strongly agreeing

and agree respectively however,5 and 15 respondents 22.4 and 7.5% with disagree

respectively. While the 20 respondents with 29.9 %percent of the total are undecided
 33

and neutral mostly 20% percent respondent is neutral or undecided with that female

face challenges due to parents’ occupation

Table no 7: I believe female face bias or discrimination due to family income.

Frequenc % Valid % Cumulative

y %
Strongly agree 13 19.4 19.7 19.7
Agree 18 26.9 27.3 47.0
Neutral 18 26.9 27.3 74.2
Valid Disagree 15 22.4 22.7 97.0
Strongly 2 3.0 3.0 100.0
disagree
Total 66 98.5 100.0
Missing System 1 1.5
Total 67 100.0
Table no 7: shows that 13 and 18 respondents 19.4% and 26.9% are strongly agreeing

and agree respectively however,15 and 2 respondents 22.4% and 3.0%with disagree

respectively. While the 18 respondents with 26.9% percent of the total are undecided

and neutral mostly 18% percent respondent is agreeing both are equal with that

female face bias a dis crimination due to family income.

Table no 8: I believe parents socio economic status has impacted the female

education.

Frequenc % Valid % Cumulative

y %
Strongly agree 8 11.9 12.1 12.1
Agree 25 37.3 37.9 50.0
Neutral 12 17.9 18.2 68.2
Valid Disagree 15 22.4 22.7 90.9
Strongly 6 9.0 9.1 100.0
disagree
Total 66 98.5 100.0
Missing System 1 1.5
Total 67 100.0
 34

Table no 8: shows that 8 and 25 respondents 11.9% and 37.3%are strongly agreeing

and agree respectively however,15 and 6 respondents 22.4% and 9.0 % with disagree

respectively. While the 12 respondents with 17.9% percent of the total are undecided

and neutral mostly 25 %percent respondent is agreeing with that parent’s socio-

economic status impacted the female education.

 35

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSION, DISCUSSION AND

RECOMMENDATIONS

This chapter is based on the conclusion drawn from the analysis of results given in

chapter 4. The first section presents the summary of the research, the second section

discusses the findings that have been brought about by this research, the third section

consists of the conclusion and at the end recommendations for further study are given.

5.1 Summary
This research investigates the relationship between socio economic status of parents

and female education at intermediate level of Government Viqar-un-Nisa graduate

college for women Rawalpindi. The population of the study consisted of teacher and

parents of Government Viqar-un- Nisa graduate College Rawalpindi. The objectives

of the study were to find out the views of parents and teachers and to find out the

relationship between socioeconomic status of parents and female education at

intermediate level. The nature of the study is descriptive in which quantitative method

was used to describe the data. A survey method was used to describe the responses of

the respondents. A questionnaire was used for the students. The validity was checked

by the opinion of educationist experts and language experts. The reliability of the tool

was checked by Cronbach’s alpha by using SPSS. The population was comprised 80

teacher and 80 parents of Government Viqar-UN-Nisa graduate college for women

Rawalpindi. The sample size of population was 66 parents and 66 teachers. The study

was limited to intermediate level pre medical and ics first year and seconds years of

Government Viqar-un-Nisa graduate college for women Rawalpindi. The study was
 36

delimited to Viqar-un-Nisa graduate College for women Rawalpindi. The researcher

personally visited the sampled colleges for data collection. For the analysis of

quantitative data, both descriptive analysis (frequencies and percentages distribution)

was used.

5.2 Finding

1. Finding statement, no 1 51.5% female are strongly agreeing and 13.3 %are

agree and believe that female education is important in my culture13.6%are

neutral 3.0%are disagree and 1.5% are strongly disagree. Most of female

believe that female education is important.

2. Finding statement, no 2 48.5% female are strongly agreeing and 25.8 %are

agree and in my culture both male and female hold equal importance in

education.16.7% are neutral 6.1 %are disagree and 3.0% strongly disagree.

Most teachers believe that female and male hold equal rights of education

3. Finding statement, no 3 16.7% female are strongly agreeing and 39.4 %are

agree and in my culture attitude toward the female education change in recent

year.34.8% are neutral 9.1% are disagree. Most teachers believe that in their

culture attitude change in recent year

4. Finding statement, no 4 28.8% female are strongly agreeing and 33.3 %are

agree and believe that girls and boys have the same opportunity to participate

in extracurricular activities. 15.2% are neutral 16.7% are disagree and 6.1%

are strongly disagree. Teachers believe that have same opportunity in

extracurricular activity

5. Finding statement, no 5 30.3% female are strongly agreeing and 31.8 %are

agree and believe that in my community there is some barriers for female

education. 13.6% are neutral 19.7% are disagree and 4.5% are strongly
 37

disagree. Most teacher believe that there are some barriers in for female

education.

6. Finding statement, no 6 39.4% female are strongly agreeing and 30.3 %are

agree and believe that lack of resources for female education is major barriers

in to progress of Pakistan. 15.2% are neutral 15.2% are disagree teacher are

agreeing that lack of resources are the major barriers for female education.

7. Finding statement, no 7 28.8% female are strongly agreeing and 33.3 %are

agree and believe that girls face a specifics challenge in term of accessing

education infrastructure. 16.7% are neutral 18.2% are disagree and 3.0% are

strongly disagree. Most teacher are strongly agreeing that female a specifics

challenges in term of accessing education.

8. Finding statement, no 8 27.3% female are strongly agreeing and 33.3 %are

agree and believe that conflicts and insecurity impact on female education.

13.6% are neutral 19.7% are disagree and 6.1% are strongly disagree. Teacher

believes that that conflicts and insecurity impact on female education.

9. Finding statement, no 9 18.2% female are strongly agreeing and 42.4 %are

agree and believe that culture and societal norm affect girls to access

education 21.2% are neutral 13.6% are disagree and 4.5 % are strongly

disagree. Teacher believes that

Parents response

1. Finding statement, no 1 62.7% female are strongly agreeing and 31.3 %are

agree and believe that female education contribute to the empowerment in my

community. 4.5% are neutral. Most of parents believe that female education

contributes to the empowerment in my community.

 38

2. Finding statement, no 2 3.9% female are strongly agreeing and 38.8 %are

agree and believe finical and economic pressure impacted the ability of female

student in my community in my community. 20.9% are neutral 10.4%.are

disagree and 4.5% are strongly disagree. Most of parents believe that believe

finical and economic pressure impacted the ability of female student in my

community in my community.

3. Finding statement, no 3 23.9% female are strongly agreeing and 34.3 %are

agree and believe female face a specific challenge due to parents’ income.

28.4% are neutral 10.4%.are disagree and 1.5% are strongly disagree. Most of

the parents believe that female face a specific challenge due to parents’

income

4. Finding statement, no 4 19.4% female are strongly agreeing and 26.9 %are

agree and believe parents education level effect female education. 22.4% are

neutral 22.4%.are disagree and 6.0% are strongly disagree. Most of the parents

believe that parents education level effect female education.

5. Finding statement, no 5 11.9% female are strongly agreeing and 20.9 %are

agree and believe parents higher level of education prioritize their daughter

with lower level 32.8% are neutral 26.9%.are disagree and 1.5% are strongly

disagree. Most of the parent’s response neutral about parents’ higher level of

education prioritize their daughter with lower level.

6. Finding statement, no 6 14.9% female are strongly agreeing and 23.9 %are

agree and believe female face challenge due to parent occupation 29.3% are

neutral 22.4%.are disagree and 7.5% are strongly disagree. Most of parent’s

response neutral about that that female face challenge due to parent

occupation.
 39

7. Finding statement, no 7 19.4% female are strongly agreeing and 26.9 %are

agree and believe female face bias or discrimination due to family income

29.3% are neutral 26.9%.are disagree and 3.0% are strongly disagree. Most of

parent’s believe that believe female face bias or discrimination due to family

income but most of parents are disagree.

8. Finding statement, no 8 11.9% female are strongly agreeing and 37.3 %are

agree and believe parent socio economic status h impacted the female

education 17.9% are neutral 22.4%.are disagree and 9.0% are strongly

disagree. Most of that parents believe that. parent socio economic status h

impacted the female education.

Conclusion

It is concluded that there is a relationship between socio economic status and female

education at intermediated level. it concludes that there is a strong relationship

between socio economic status and female education at intermediate level. Its show

that there is direct relationship between them.

Discussion

The purpose of the study is to find out the views of socio-economic status and female

education. This study we find the relationship between socio economic status and

female. The review literature is about education, importance of education, female

education, Importance of female education, Islamic perceptive of education, socio

economic status, types of socio-economic status, relationship between socio economic

status and female education and impact of socio-economic status and female

education

Research questions no 1
 40

What is the relationship between socio economic of parents and female

education?

The finding of the question that most of the teacher believe that parent’s socio-

economic status effect on female education due to a various thing (poverty

community barrier, lack of resources, educational infrastructure, conflict and

insecurity, many culture and societal norms) that effect on female education.

Research questions no 2

What is the effect of parent’s income on female education?

The finding of the question is that most of the parents believe that their socio-

economic status effect on female education due to various reasons (finical and

economical pressure from community, lack of income, lack of education, parent

occupation bias and discrimination between male and female) that effect on

female education.

Recommendation:

1. Education can act as an equalizer, allowing girls from disadvantaged

backgrounds to break the cycle of poverty.

2. Gender norms and societal expectations may influence female education

differently across various socio-economic strata.

3. Targeted socio-economic interventions, such as scholarships or educational

programs, can empower girls from marginalized backgrounds.

4. Education positively impacts socio-economic mobility, benefiting not just

individuals but also their communities.

5. Governments and NGOs must address socio-economic disparities to promote

gender equality in education and achieve broader development goals.

 41

REFERENCES

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Aslam, M., Aslam, M., & Ayub, M. A. (2019). ROLE OF EDUCATION IN

WOMEN EMPOWERMENT: A CASE OF RURAL PUNJAB,

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15-22.
 42

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APPENDIX

Appendix A

QUESTIONNAIRE FOR TEACHERS

Respected students,
I am Rida Faheem from BS Education department of govt. Viqar-un-Nisa

graduate college for women, Rawalpindi, doing my BS Thesis on the topic of

“relationship between socioeconomic status and female education”. Socio

economic status is defined as income level and economical status of parents. For

that I would be thankful to you if you kindly fill the item given below. Your

information will only be used for research purpose.

Name: ______________ Social status: ________

Gender: ______________ Age: ______________

Strongly Agree Neutral Disagree Strongly

agree disagree
1. I believe female
education is important in
my culture.
 45

2. In my culture both male

and female hold equal
important in education.
3. In my culture attitude
towards the female
education change in
recent year.
4. In my community there
is some barriers for
female education.
5. I believe that girls and
boys have the same
opportunity to
participate in
extracurricular activities
6. I believe lack of
resources for female
education is major
barriers in to progress of
Pakistan.
7. I believe girl face a
specific challenge in
term of accessing
education infrastructure.
8. I believe conflict and
insecurity impact the
education for girls.
9. I believe culture and
societal norms affect
girls to access education
 46

APPENDIX

Appendix B

QUESTIONNAIRE FOR PARENTS

Respected students,
I am Rida Faheem from BS Education department of govt. Viqar-un-Nisa

graduate college for women, Rawalpindi, doing my BS Thesis on the topic of

“relationship between socioeconomic status and female education”. Socio

economic status is defined as income level and economical status of parents. For

that I would be thankful to you if you kindly fill the item given below. Your

information will only be used for research purpose.

Name: _____________ Social status: ____________

Gender: _____________ Age: ___________________
Strongly Agree Neutral Disagree Strongly
agree disagree
1. I believe female
education contribute to
the empowerment of
women of women in my
community.
2. I believe finical and
economic pressure
impacted the ability of
female student in mu
community.
3. I believe female face a
 47

specific challenge due to

parents’ income.
4. I believe parents
education level effect
female education.
5. I believe parents higher
level of education
prioritize their daughter
with lower level.
6. I believe female face
challenges due to
parents’ occupation
7. I believe female face
bias or discrimination
due to family income.
8. I believe parents socio-
economic status has
impacted the female
education
48
49