1.0 Introduction
1.1 Introduction
Family responsibility refers to the obligations and duties that family members, particularly parents, have in ensuring the welfare and development of their children (Baumrind, 1991). The moral upbringing of school children is a critical aspect of their overall development, and the family plays an indispensable role in this process. Within the family unit, women often hold a central position in nurturing and guiding children towards ethical and moral standards. The influence of family on a child's moral development cannot be overstated, as it is within this primary social group that children first encounter and internalize values and norms (Kohlberg, 1984).
In secondary schools, where children are exposed to diverse influences and peer pressures, the moral guidance provided by the family becomes even more vital. A strong family structure, characterized by clear communication, support, and role modeling, can mitigate negative external influences and reinforce positive moral values (Bronfenbrenner, 1979). Women, as primary caregivers, often take on the responsibility of instilling these values, ensuring that children grow into morally responsible adults.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The history of family responsibility in the moral upbringing of children has deep roots in human civilization, reflecting the enduring importance of family structures in the transmission of values and ethical standards. Traditionally, families have been the primary social units responsible for the care, education, and moral development of children. This role has been crucial in shaping individuals and, by extension, societies at large. In many ancient societies, the family was seen as the cornerstone of moral education. Confucianism, for instance, emphasized the importance of family in inculcating virtues such as filial piety, respect, and loyalty (Confucius, 500 B.C.). Similarly, in ancient Greek society, philosophers like Aristotle argued that the family was essential for the development of moral character, as it provided the initial context in which individuals learned to live virtuously (Aristotle, 350 B.C.).
The role of women in the family, particularly as it pertains to moral upbringing, has also been a consistent theme throughout history. In many cultures, women were viewed as the primary caregivers and moral educators of children. During the Middle Ages, for example, the family was a key institution in Europe for moral and religious instruction, with mothers often bearing the primary responsibility for teaching children ethical and spiritual values (Ozment, 1983).
The Industrial Revolution in the 18th and 19th centuries brought significant changes to family structures and dynamics. As men increasingly worked outside the home, women's roles within the household became more focused on child-rearing and moral instruction. This period saw a heightened emphasis on the domestic sphere as the domain of women, who were tasked with nurturing the moral and emotional development of their children (Davidoff & Hall, 1987).
In the 20th century, the feminist movement and changing societal norms began to redefine family roles and the responsibilities of women. Despite these changes, the critical role of women in the moral upbringing of children remained significant. Studies in the mid-20th century continued to highlight the influence of maternal involvement in shaping children's moral and ethical perspectives (Sears, Maccoby, & Levin, 1957).
In contemporary times, the importance of family in moral education is still recognized, though the forms and expressions of this responsibility have evolved. The increasing diversity of family structures, including single-parent families and families with dual working parents, has led to a more complex understanding of how moral values are transmitted. Despite these changes, women often remain central to the moral and ethical guidance of children, particularly in secondary school settings where adolescents face numerous social and moral challenges (Lickona, 1991).
The moral development of children has long been a subject of interest for educators, psychologists, and sociologists. Understanding the factors that contribute to the ethical upbringing of children is crucial for shaping a responsible and conscientious society. The family, as the primary socializing agent, plays a pivotal role in this developmental process. Within the family, women, particularly mothers, are often at the forefront of nurturing and guiding children towards moral maturity.
Historically, the family has been viewed as the bedrock of moral and ethical education. According to Durkheim (1956), moral education begins at home, where children first learn about right and wrong, justice, and respect for others. The family's influence is paramount during the early stages of a child's life, setting the groundwork for future ethical behavior and decision-making.
In the context of contemporary society, the structure and dynamics of families have evolved, yet the core responsibility of moral upbringing remains unchanged. Research by Baumrind (1991) highlights the significant role that parenting styles play in the moral development of children. Authoritative parenting, characterized by warmth, support, and firm guidance, has been found to be particularly effective in fostering moral and ethical behavior in children.
Women, traditionally seen as the primary caregivers, have a unique and profound impact on their children's moral development. Studies suggest that mothers are more likely to engage in discussions about moral issues, provide emotional support, and model ethical behavior (Hoffman, 1970). This maternal involvement is crucial in helping children navigate the complexities of moral and ethical dilemmas.
In secondary schools, where children encounter a broader range of social influences and challenges, the moral guidance provided by the family becomes even more critical. Adolescents are at a stage where they are forming their own identities and values, and the support and guidance from their family, particularly from women, can help them make morally sound decisions (Bronfenbrenner, 1979).
The interplay between family responsibility and the role of women in moral upbringing is an area that warrants further exploration. By examining the contributions of families and the specific roles women play, this study aims to provide a deeper understanding of how moral values are imparted and sustained in secondary school children. This knowledge can inform educational practices and policies aimed at promoting moral development within the school environment (Lickona, 1991).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the family responsibility and the role of women in the moral up-bringing of school children in secondary schools.
1.3 Statement of Problems
Investigation revealed that the moral upbringing of school children in secondary schools is a multifaceted issue that involves various factors and stakeholders. One primary concern is the extent to which family responsibility, particularly the role of women, influences the moral development of adolescents. In many cases, there is a noticeable gap between the expected and actual involvement of families in their children's ethical education. This discrepancy raises questions about the effectiveness of current family dynamics in fostering moral values in young people (Bronfenbrenner, 1979).
Another problem is the evolving nature of family structures and their impact on moral upbringing. With increasing numbers of single-parent households, dual-working parents, and diverse family forms, the traditional roles and responsibilities of family members, especially women, are undergoing significant changes. These changes can affect the consistency and quality of moral guidance provided to children, potentially leading to confusion and conflicting values (Baumrind, 1991).
Moreover, there is a critical issue concerning the support systems available to families, particularly mothers, in their role as moral educators. The lack of adequate support from educational institutions, communities, and broader society can hinder women's ability to effectively guide their children's moral development. This lack of support may result in overburdened mothers who struggle to balance work, household responsibilities, and the moral education of their children (Hoffman, 1970).
Additionally, the influence of external factors such as media, peer pressure, and social networks poses a significant challenge to the moral upbringing provided by families. These influences can sometimes undermine or contradict the values taught at home, leading to moral ambiguity and ethical dilemmas for adolescents (Lickona, 1991). The ability of families, particularly women, to counteract these external pressures and provide a coherent moral framework for their children is a pressing concern.
Lastly, there is a need for more comprehensive research and understanding of the specific ways in which women contribute to the moral development of their children within the family context. While existing studies highlight the importance of maternal involvement, there is still a lack of detailed insights into the mechanisms and strategies employed by women in this role (Sears, Maccoby, & Levin, 1957). Addressing this gap is essential for developing targeted interventions and support systems that can enhance the moral upbringing of secondary school children. Hence, it is against this backdrop that this study aims to examine the family responsibility and the role of women in the moral up-bringing of school children in secondary schools.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the family responsibility and the role of women in the moral up-bringing of school children in secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the challenges and barriers faced by women in fulfilling their role as moral educators, including the availability of support systems from educational institutions, communities, and society at large;
- To explore the impact of changing family structures, such as single-parent households and dual-working parents, on the moral development of children;
- To evaluate the influence of external factors, such as media, peer pressure, and social networks, on the moral upbringing provided by families, and how women navigate these challenges;
- To analyze the extent of family involvement in the moral development of secondary school children and identify the key responsibilities undertaken by family members;
- To examine the specific role of women in the moral upbringing of adolescents and understand how maternal influence contributes to the formation of ethical values and behaviors; and
- To provide recommendations for enhancing family involvement and supporting women in their role as moral guides, aimed at improving the moral development of secondary school children.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there challenges and barriers faced by women in fulfilling their role as moral educators, and how do support systems from educational institutions, communities, and society impact their effectiveness?
- Do external factors such as media, peer pressure, and social networks influence the moral upbringing provided by families, and how do women navigate these challenges?
- How involved are families in the moral upbringing of secondary school children, and what specific responsibilities do family members, particularly women, undertake in this process?
- What are the key roles played by women in the moral development of secondary school children, and how do these roles influence the formation of ethical values and behaviors?
- How do changing family structures, such as single-parent households and dual-working parents, affect the moral development of secondary school children?
- What strategies and practices do women employ to instill moral values in their children, and how effective are these methods in the context of contemporary societal pressures?
- What recommendations can be made to enhance family involvement and support women in their role as moral guides, aimed at improving the moral development of secondary school children?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: Children from families with stable structures, such as two-parent households, exhibit stronger moral values and ethical behaviors than children from single-parent or dual-working parent households.
- H02: The presence of supportive systems from educational institutions, communities, and society enhances the ability of women to effectively fulfill their role as moral educators.
- H03: External influences such as media, peer pressure, and social networks negatively impact the moral development provided by families, but this impact is mitigated when women actively engage in moral guidance.
- H04: Specific strategies and practices employed by women, such as open communication and consistent role modeling, are more effective in instilling moral values in secondary school children.
- H05: Enhanced family involvement and targeted support for women in their role as moral guides lead to significant improvements in the moral development of secondary school children.
1.7 Significance of Study
The significance of the study "Family Responsibility and the Role of Women in the Moral Up-bringing of School Children in Secondary Schools" can be understood from the perspectives of various stakeholders.
- For educators, the study provides insights into the role of family and maternal involvement in moral education, enabling teachers to better understand the external influences on students' behavior and ethics. This understanding can help educators develop more effective teaching strategies that complement the moral values instilled at home.
- Policymakers can use the findings to formulate policies that support family engagement in education and provide resources for parents, especially mothers, to fulfill their roles as moral educators. Policies might include parental involvement programs, community support services, and initiatives that promote work-life balance for parents.
- For parents, the study underscores the critical role they play in their children's moral development. It highlights the importance of active involvement and the specific impact of maternal guidance, encouraging parents to engage more deeply in their children's ethical upbringing.
- Secondary school students benefit from a more cohesive and supportive moral education environment when both family and school are aligned in their values and teachings. Understanding the role of family in moral development can help students appreciate the guidance they receive at home and apply it to their school and social lives.
- Community organizations can leverage the study's findings to design programs that support families in their moral education roles. This might include parenting workshops, support groups, and resources that help families navigate the challenges of modern parenting and moral upbringing.
1.8 Scope of Study
The scope of the research is focused on family responsibility and the role of women in the moral up-bringing of school children in secondary schools using Some selected Secondary Schools in Sokoto Metropolis as a case study.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Family Responsibility:
Family responsibility refers to the obligations and duties that family members, particularly parents, have in ensuring the welfare and development of their children. This includes providing emotional support, setting ethical guidelines, and creating a nurturing environment for moral growth (Baumrind, 1991).
Moral Upbringing:
Moral upbringing is the process through which children are taught to distinguish right from wrong, develop ethical values, and learn socially acceptable behaviors. It involves both formal education and informal guidance from family, peers, and the community (Kohlberg, 1984).
Secondary Schools:
Secondary schools are educational institutions that cater to students typically between the ages of 12 and 18. These schools provide the education that follows primary schooling and precedes higher education or vocational training (UNESCO, 2011).
Role of Women:
The role of women in this context refers to the specific contributions and responsibilities that mothers or female guardians have in the moral and ethical education of their children. This includes providing care, guidance, and serving as role models in instilling moral values (Hoffman, 1970).
Parental Involvement:
Parental involvement encompasses the active participation of parents in their children's education and development. This includes engagement in school activities, homework support, and fostering a home environment conducive to learning and moral development (Epstein, 2001).
Ethical Values:
Ethical values are principles that guide individuals in determining what is right and wrong. These values include honesty, integrity, respect, responsibility, and fairness, which are critical components of moral education (Lickona, 1991).
External Influences:
External influences are factors outside the family that affect children's moral development. These include media, peer groups, social networks, and cultural norms that can shape behaviors and values (Bandura, 2001).
Support Systems:
Support systems refer to the networks of resources and assistance available to families and individuals, including educational institutions, community organizations, and social services, that help in fulfilling responsibilities and overcoming challenges (Bronfenbrenner, 1979).
