1.1 Introduction
In the contemporary socio-economic landscape, unemployment poses significant challenges, not only to individuals seeking work but also to the dynamics within families, particularly in terms of parental attitudes and behaviors towards their children's education. The repercussions of parental unemployment on children's educational trajectories are multifaceted. Studies indicate a correlation between parental job loss and adverse academic outcomes among children, encompassing lower educational aspirations, decreased academic performance, and heightened risk of school dropout (Amato & Beattie, 2011; Gustafsson et al., 2013). Moreover, economic instability stemming from unemployment can restrict access to educational resources and opportunities, exacerbating educational inequalities (Kalil et al., 2014).
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
In the 21st century, persistent economic challenges, such as the 2008 financial crisis and its aftermath, have underscored the enduring relevance of unemployment as a socio-economic issue. Policy responses to unemployment and its effects on families have varied across countries, ranging from social safety nets and an educational reform to initiatives aimed at promoting parental engagement in children’s schooling (OECD, 2020). Understanding the historical trajectory of unemployment and parental reactions towards children's education provides valuable insights for addressing contemporary challenges and shaping effective policy interventions.
Unemployment disrupts traditional family roles and dynamics, necessitating adjustments in parenting practices and household routines (Conger et al., 2010). Parents may experience heightened levels of stress and conflict as they contend with financial strain and uncertainty about the future (Mirowsky & Ross, 2003). These familial stressors can affect the quality of parent-child interactions and the extent to which parents are able to provide emotional and instrumental support for their children's educational endeavors (Daly et al., 2015). The intersection of unemployment and parental attitudes towards their children's education is a complex and multifaceted area of study that encompasses various socio-economic, psychological, and familial dimensions. Understanding the background of this topic requires insight into the broader context of unemployment's effects on family dynamics and educational outcomes.
The socio-economic context shapes parental perceptions and behaviors regarding their children's education, as families navigate the challenges posed by financial insecurity and limited resources (Krieger et al., 2018). The impact of parental unemployment on children's educational outcomes is well-documented in the literature. Studies consistently find associations between parental job loss and adverse academic performance among children, including lower grades, increased absenteeism, and reduced likelihood of college enrollment (Wight et al., 2013). Economic instability resulting from unemployment can hinder access to educational resources, extracurricular activities, and opportunities for academic enrichment, exacerbating educational inequalities and perpetuating cycles of disadvantage (Kalil et al., 2014).
The experience of unemployment often elicits a range of psychological responses among individuals and families, including feelings of anxiety, depression, and loss of self-esteem (Paul & Moser, 2009). Research suggests that parental mental health and well-being play a crucial role in shaping parental attitudes towards education and academic involvement (McLoyd et al., 2009).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Unemployment and Reaction of Parents Towards Their Children Education.
1.3 Statement of Problems
Investigation revealed that the high levels of unemployment can lead to increased financial strain on families, impacting parents' ability to support their children's education financially and emotionally (Ammermüller & Bergemann, 2017). Also, unemployment can disrupt family dynamics and communication patterns, leading to decreased parental involvement in their children's schooling and reduced support for academic pursuits (Conger & Conger, 2002).
Additionally, unemployment can create feelings of frustration and hopelessness among parents, which may inadvertently affect their attitudes towards their children's academic aspirations, leading to decreased motivation and engagement in education (Fryer & Levitt, 2013). Also, the stress and anxiety associated with unemployment may cause parents to prioritize immediate financial concerns over their children's long-term educational goals, resulting in decreased investment in educational resources and opportunities (Blanden et al., 2016).
Furthermore, persistent unemployment can contribute to a cycle of intergenerational poverty, where children from unemployed households face limited access to educational resources and opportunities, perpetuating socioeconomic disparities (Reeves & Howard, 2013). These problem statements highlight various ways in which unemployment can impact parents' reactions towards their children's education, encompassing financial constraints, psychological stress, and disruptions to family dynamics.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the impact of unemployment on parents' attitudes and behaviors towards their children's education and academic aspirations. In achieving this aim, the following specific objectives were laid out as follows:
- To investigate the role of unemployment-induced stress on parental aspirations for their children's educational attainment;
- To explore the psychological effects of unemployment on parental involvement in children's schooling;
- To assess the intergenerational transmission of educational disadvantage in families experiencing unemployment;
- To identify coping mechanisms employed by unemployed parents to support their children's education;
- To examine the influence of parental unemployment on financial support towards children's education; and
- To examine the relationship between parental reactions towards children's education and family dynamics in the context of unemployment.
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 psychological effects of unemployment on parental involvement in children's schooling?
- Is there any significant relationship between parental reactions towards children's education and family dynamics in the context of unemployment?
- What is the intergenerational transmission of educational disadvantage in families experiencing unemployment?
- What are coping mechanisms employed by unemployed parents to support their children's education?
- What is the influence of parental unemployment on financial support towards children's education?
- What is the role of unemployment-induced stress on parental aspirations for their children's educational attainment?
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.
Hypothesis One
- H0: Parental unemployment negatively affects financial support towards children's education.
- H0: Parental unemployment positively affects financial support towards children's education.
Hypothesis Two
- H0: There is no significant relationship between parental reactions towards children's education and family dynamics in the context of unemployment
- H1: There is significant relationship between parental reactions towards children's education and family dynamics in the context of unemployment
1.7 Significance of Study
The significance of this research will shed light on disparities in educational access and achievement resulting from parental unemployment, thereby highlighting the importance of equitable educational policies and resources (Ammermüller & Bergemann, 2017). By identifying barriers to educational success faced by children from unemployed households, educators and policymakers can implement targeted interventions to level the playing field and ensure all students have equal opportunities to succeed academically.
Additionally, understanding the psychological and emotional effects of unemployment on parental attitudes and behaviors towards children's education can inform strategies for supporting family well-being during periods of economic instability (Fryer & Levitt, 2013). By recognizing the stressors and challenges faced by unemployed parents, support services can be tailored to provide holistic assistance that addresses both financial and emotional needs, thereby promoting family resilience and cohesion.
Furthermore, this study can facilitate collaboration between educational institutions, community organizations, and government agencies to provide comprehensive support to families affected by unemployment (Gorard & See, 2013). By fostering partnerships and coordination among stakeholders, communities can create a network of resources and support mechanisms to assist families in navigating the challenges of unemployment and maintaining a positive educational environment for their children.
1.8 Scope of Study
The scope of the research is focused on the impact of unemployment and reaction of parents towards their children education in Nigeria.
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.
- Research Material: availability of research material is a major setback to the scope of the study.
- 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
Unemployment:
This is a situation where by one is able and willing to work at a prevailing wage rate but does not have work.
Unemployment Rate:
This is the percentage of labor force without jobs but is willing and available for work.
Economic Development:
This refers to the concentrated actions of policy makers and communities that promote the standard of living and economic health of a specific area. It can also be referred to as the qualitative and quantitative changes in the economy.
