Parental Perception and Involvement in the Schooling of the Badi Children

Abstract

Parent perception and involvement at school or home for their children’s schooling has significantly impacted academic success and their educational journey. However, there we found few studies on this issue, and existing studies are related to Badi culture rather than schooling. This study identifies parental perception and involvement in their children’s schooling. The study covered Dullu Municipality of Dailekh district, and parents, students, and teachers were participating teachers were participants. Research design based on a qualitative ethnographic approach with in-depth interviews, observation, document review, and data analysis as a thematic analysis method. The study found that parental perceptions and involvement in children’s schooling were positive toward only literacy rather than acquiring knowledge, academic success, and betterment of life. Their involvement was not remarkable for their children’s schooling because their attention was centralized on the daily wage for their livelihood. They have no confidence in getting any good opportunities after achieving an education. Likewise, Badi children seemed not interested in schooling but were in income generation activities. Thus, this study will further help researchers, scholars, and policymakers involved in educational planning for marginalized communities.