Parents’ Home Involvement for Children’s School Achievement: Case of Shan Parents, Socialization and Cultural Capital influence Children’s education in Chiang mai, Thailand

Parental engagement becomes a focus from many organizations and government as it is very significant for children’s educational accomplishment, learning practice and social development. This inquiry emphasizes on parenting home involvement in Shan family in Chiang Mai, Thailand. The purposes of the studying are to discover Shan children’s educational encouragement through their parents’ background and reveal how socialization in the family influence children’s learning behavior and how different cultural capital of Shan parents reflect their children’s educational support. This investigation is applied 23 respondents of Shan parents in 2 Shan communities, Shan Youth Power’s employees and Shan teachers as a core data collecting. The interview is divided mainly 3 parts; personal information, children’ upbringing and educational attitudes. Consequently, the result illustrates that Shan parents’ demand their children to be educated at least grade 9 or grade 12, whereas in undergraduate level is barely possible because of financial obstacle. In addition, parents who were obtained higher cultural capital tend to have positive attitude regarding higher education and are willing to discuss about school and future with their children. Shan children’s condition is considered as poor and their parents work very hard thus, the families utilize accomplishment of natural growth. Shan children are creative and manage their free time with their siblings and relative. However, they have a small chance to improve their skills and learn new experiences due to they lack of social connection with outside world and limited budget for extra activities.