Evaluation On Educational Achievements Of Rural Tribal Women Through Prospects And Problems With Special Reference To West Bengal

Abstract

Family status factors like socioeconomic standing and parents' educational attainment have traditionally been seen as indicators of children's academic success. Socioeconomic status and parental education levels may not directly affect children's academic performance, but research is increasingly pointing to them as components of a broader constellation of psychological and sociological factors. Higher levels of education may come with access to resources that enable more parental participation in a child's education, such as money, time, energy, and community connections. As a result, the link between socioeconomic status, parental education level, and student outcomes may be best described as being moderated by interactions among status and process factors. In this article, evaluation on educational achievements of rural tribal women through prospects and problems with special reference to West Bengal has been discussed.