Effect of Parental Educational Status on Personality among Adolescent Students of Scheduled Caste and Scheduled Tribe

Abstract

The objective of the present study is to find out the impact of parental educational status on the personality of scheduled caste and scheduled tribe students enrolled in higher secondary schools. A total of 600 Scheduled Caste and Scheduled Tribe students were selected from higher secondary schools in Raipur district. The sample included an equal number of boys and girls, and they were selected from various government and private schools through stratified sampling, thus ensuring adequate representation based on demography. The educational level of parents was measured using a single statement in which they were asked to mark the option that applied to their highest level of education: illiterate, primary education, secondary education, higher secondary, graduate, postgraduate, or doctorate. Scores were assigned as follows: 0 for illiterate, 1 for primary education, 2 for secondary education, 3 for higher secondary, 4 for graduate, 5 for postgraduate, and 6 for doctorate. The scores of both parents were added together according to each student’s parental education level. Parents with a combined score of more than 6 were categorized as having a high educational level, while those with a score of 6 or below were categorized as having a low educational level. To assess the extraversion and neuroticism dimensions of personality among adolescent higher secondary school students from scheduled caste and scheduled tribe communities, JEPI prepared by Eysenck was used. Since the original questionnaire was in English, its Hindi version, validated by Helode (1985), was used. Based on result and discussion, it may be concluded that parents’ educational level is the backbone of personality development of their adolescent children because a higher educational level of parents promotes the development of extroverted personality traits and emotional stability. Hence, policymakers should ensure quality facilities in schools and provide a better school environment to children from less educated families, who can particularly benefit and enhance their personality.