Abstract

This study examines the relationship between parental involvement and academic achievement among tribal and non-tribal female students in West Bengal, India, a region characterized by diverse cultural and socioeconomic backgrounds. Despite extensive research on parental involvement globally, its specific impacts within the context of Indian culture and its varied communities remain inadequately addressed. Employing a descriptive survey methodology, this research gathered data from 740 female students through a combination of standardized scales and achievement tests to evaluate the extent and nature of parental involvement and its influence on academic performance. The analysis uncovered significant differences in the levels of parental involvement between tribal and non-tribal students. Specifically, tribal students experienced less parental engagement in study-related activities and co-curricular events compared to their non-tribal counterparts. Regression analyses further revealed that parental involvement—particularly in terms of active support for educational activities and participation in students’ co-curricular pursuits—plays a crucial role in predicting academic success for both groups. These findings underscore the pivotal role of parental engagement in shaping academic outcomes and highlight the disparities between tribal and non-tribal communities. The study advocates for the development of targeted interventions to bridge these gaps and enhance parental involvement across diverse cultural contexts, emphasizing its universal importance of parental support in fostering academic achievement.