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Background: Parents' roles in their children's education are significant in terms of outcomes for the child. As research on parental involvement in children's education has often been conducted in high-income countries, there is a deep need for more research on parental involvement in contexts of disadvantage. Purpose: Set in the context of socioeconomically disadvantaged communities in rural Pakistan, this study sought to explore parents' lived experiences of their involvement in their children's education and gain insight into the barriers they encountered in assisting their children's learning. Methods: A qualitative research design was employed. In total, 12 parents (6 mothers and 6 fathers) of school-age children in rural Pakistan were interviewed about their views on involvement with their children's education. Data were analysed thematically, using a narrative inquiry approach. Findings: Through in-depth analysis of the data, two distinct narratives of parental involvement were identified: (1) a narrative of hope and trust-building, indicating parents' confidence in state schools and their striving for a better future for their children, and (2) a narrative of dissatisfaction and inequality, reflecting frustration arising from factors including parents' socioeconomic situations, concerns about schools and the influence of local societal norms. It was evident that, despite hardship, the parents wanted their children to be educated and regarded education as a path to improving prospects. Conclusions: The findings broaden understanding of parents' involvement in their children's education within socioeconomically disadvantaged rural communities by revealing and highlighting the diverse, often context-related barriers the parents encountered.
Ahmed et al. (Tue,) studied this question.