PARENTAL EXPECTATIONS AND CHILDREN’S ACADEMIC ACHIEVEMENTS IN PUBLIC SCHOOLS IN AZAD JAMMU AND KASHMIR

Abstract

We conducted this research on parental expectations and children’s academic performance in public schools of Mirpur, Azad Jammu and Kashmir (AJK). The study aimed to examine the nature and extent of parental engagement in relation to their children’s academic performance in schools. We used a qualitative research design and interviewed 13 parents through an interview guide, employing purposive sampling. The data were analyzed using thematic analysis. The findings revealed that cultural capital is central to understanding how parental involvement shapes children’s academic performance. Families from different socio-economic backgrounds bring distinct forms of cultural capital into the schooling process, influencing not only how success is defined but also how it is pursued. For disadvantaged groups, education is often viewed as a tool for survival and mobility, whereas privileged families regard it as a space for creativity, independence, and self-fulfillment. Despite these differences, education across all contexts remains deeply tied to dignity, respect, and family pride. Parental involvement, whether through monitoring, encouragement, or collaboration with teachers—further highlights the role of cultural capital in reinforcing academic discipline and motivation.