The role of family background in students' choice of STEM subjects in Jibia LGA, Katsina State
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- NGN 5000
Background of the Study
Family background plays a pivotal role in shaping students’ academic choices and career aspirations, particularly in the context of STEM education. In Jibia LGA, Katsina State, familial influence is a significant determinant of whether students choose to pursue subjects in science, technology, engineering, and mathematics. Socio-economic status, parental education, and cultural values contribute to shaping perceptions about the viability and desirability of STEM careers. Research has shown that families with higher educational attainment and stable economic resources tend to encourage their children to follow academic paths that promise long-term career opportunities in high-demand fields (Yakubu, 2023).
In Jibia LGA, traditional family structures and cultural expectations often intersect with modern educational aspirations. Many parents view STEM subjects as pathways to secure employment and economic advancement, and thus actively support their children’s involvement in these fields. Conversely, families with limited resources or lower educational attainment may lack the awareness or confidence to guide their children toward STEM careers, sometimes favoring more conventional or locally traditional vocations. Recent community outreach programs and government initiatives have attempted to bridge this gap by raising awareness of the benefits of STEM education. These initiatives aim to empower parents with information and resources that highlight the transformative potential of STEM disciplines (Abdulrahman, 2024).
Moreover, family support extends beyond financial assistance; it also includes emotional encouragement and the cultivation of a learning environment at home. In many households, discussions about science and technology are minimal, which can lead to a lack of interest in pursuing related subjects. On the other hand, families that engage actively in educational pursuits—through participation in school activities or by providing access to learning materials—tend to foster higher academic ambitions among their children (Musa, 2025).
This study seeks to examine the extent to which family background influences students’ decisions to choose STEM subjects in Jibia LGA. It will analyze the interplay between socio-economic factors, parental education levels, and cultural expectations, and how these elements converge to shape academic trajectories. By documenting these relationships, the research aims to provide a nuanced understanding of the role of family in educational decision-making and offer recommendations for interventions that can support STEM enrollment among students in the region.
Statement of the Problem
Despite the recognized importance of family influence on academic choices, there is limited empirical research on how family background affects students’ decisions to choose STEM subjects in Jibia LGA. Many students from less advantaged backgrounds appear less inclined to pursue STEM courses, potentially due to inadequate parental support, financial constraints, or limited exposure to role models in these fields (Yakubu, 2023). This discrepancy is problematic as it may reinforce existing educational inequalities and restrict opportunities for social mobility. Moreover, while government and non-governmental initiatives have aimed to promote STEM education, the lack of family involvement remains a critical barrier.
The prevailing issue is that families with lower socio-economic status or limited educational attainment may not have the necessary resources or awareness to guide their children toward STEM careers. Such families might prioritize immediate economic needs over long-term educational investments, thereby reducing the likelihood of their children enrolling in science and technology programs. Additionally, cultural perceptions and traditional norms in Jibia LGA sometimes undervalue the importance of STEM subjects, further discouraging students from pursuing these areas (Abdulrahman, 2024).
Furthermore, there is an evident gap in support structures that bridge the home and school environments. While schools may attempt to promote STEM subjects through curriculum enhancements and extracurricular activities, the absence of reinforcing support at home can undermine these efforts. Without comprehensive family engagement, initiatives designed to increase STEM enrollment may not reach their full potential. Thus, it is imperative to investigate the factors associated with family background that contribute to students’ academic choices. Such an inquiry will help in identifying actionable strategies to involve families more effectively in encouraging STEM education and in designing programs that address the underlying socio-economic and cultural barriers (Musa, 2025).
Objectives of the Study
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To examine the influence of family background on students’ choice of STEM subjects in Jibia LGA.
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To assess the impact of parental education and socio-economic status on these academic decisions.
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To recommend strategies for enhancing family support in promoting STEM education.
Research Questions
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How does family background affect students’ choice of STEM subjects in Jibia LGA?
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What is the relationship between parental education, socio-economic status, and STEM enrollment?
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What strategies can be implemented to increase family involvement in students’ STEM career choices?
Research Hypotheses
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Students from families with higher educational attainment are more likely to choose STEM subjects.
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Higher family income positively influences students’ enrollment in STEM courses.
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Enhanced parental involvement correlates with increased interest in STEM education among students.
Significance of the Study
This study is significant as it investigates the crucial role of family background in shaping students’ choices regarding STEM subjects in Jibia LGA. The findings will provide valuable insights for policymakers, educators, and community leaders to develop interventions that enhance parental support and address socio-economic disparities. By understanding these dynamics, the study aims to promote more inclusive and equitable access to STEM education, ultimately contributing to improved academic outcomes and broader socio-economic development (Yakubu, 2023).
Scope and Limitations of the Study
This study is limited to exploring the influence of family background on students’ choice of STEM subjects in Jibia LGA, Katsina State. It focuses solely on familial and socio-economic factors within the local context without examining other potential influences.
Definitions of Terms
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Family Background: The socio-economic, educational, and cultural context of a student’s home environment.
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STEM Subjects: Academic disciplines in Science, Technology, Engineering, and Mathematics.
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Parental Involvement: The active engagement and support provided by parents in their children’s educational activities.
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