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Title: Parents' views regarding their children's education and future in Pakistan
Author: Ashraf, Sadia
ISNI:       0000 0004 7965 1569
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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This research aims to uncover lower pay-scale salaried parents' views about the education and future of their children in Islamabad, Pakistan. Educational opportunities for various regions and segments of population are inequitable due to a stratified system of education in Pakistan. Parents' views depict their perception of the real educational opportunities available for their children and their capability to optimally access these opportunities. Rich qualitative data, generated through in depth interviews with a purposive sample of small but diverse group of salaried parents in Islamabad, has revealed how they perceive their constraints and their capability to make best educational choices for their children. I have combined theoretical concepts from Amartya Sen's capability approach and Pierre Bourdieu's theory of practice to analyse my data. The analysis has revealed various strategies adapted by participating parents to expand their choices and capabilities regarding the education of their children. The analysis uncovered three significant areas of parental behaviour regarding children's education: their capacity to aspire, to get admission to the school of their choice, and to engage in children' education in and out of school. Parents' capability regarding their children's education is found to be influenced by their dispositions and the combination of resources in their possession. Parents have demonstrated that activation and conversion of the form of capital in their possession, reduces their disadvantage or augment their advantage. Those parents who are able to activate the cultural and social forms of capital in their possession, considerably expand their capability to choose the school they prefer for their children, and their agency as well. To expand their capability to support their children's education in and out of the school, they combine their individual family members' resources to generate a new form of collective capability, which I call family capability, that is driven by shared functionings regarding children's education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available