BACKGROUND OF THE STUDY
Educational attainment is a key component of children’s success in their entire sphere of life. A child’s educational attainment is strongly influenced by characteristics of his/her parents, such as their own educational attainments, economic resources, and expectations. Parental attitude and support has a great deal of influence on girls’ participation and level of success attained in education. Parents and community attitudes are mainly influenced by traditional beliefs regarding the ideal roles of women and girls in society. This attitude directly and indirectly has a negative effect on girls’ participation in education in general (Samal, 2012). Traditionally, the only roles available to women were those of wives and mothers. Women were thus seen as nurturers and mainly as providing support for men who worked to provide for the family. Being physically weaker, women were therefore also perceived as being less capable and requiring the protection and guidance of men. These attitudes have prevailed even in current times when socio-economic changes have resulted in changes to roles women are now expected to undertake. Socio-economic changes have made education necessary, not just for the purposes of providing income earning opportunities, but also for the potential to contribute to the improvement in the standards of living of individuals, families and communities (Samal, 2012).