Parental Involvement and Home Environment of Scheduled Caste and Scheduled Tribe Students of Class XII in Government Schools of Sarguja District, Chhattisgarh: A Comparative Study

The present study investigates parental involvement and home environment among Scheduled Caste (SC) and Scheduled Tribe (ST) students studying in class XII in government schools of Sarguja district, Chhattisgarh. Education is an important instrument for social empowerment and economic upliftment, particularly for marginalized communities. Family support, parental participation, and home environment significantly influence students’ academic performance, motivation, and personality development. The study adopted a descriptive survey method. A sample of 40 students (20 SC and 20 ST students) from higher secondary schools of Sarguja district was selected through stratified random sampling. Standardized tools namely the Parental Involvement Scale and Home Environment Inventory were used for data collection. Statistical techniques such as mean, standard deviation, and t-test were employed for data analysis. The findings revealed significant differences between SC and ST students regarding parental involvement and home environment. SC students reported comparatively better parental involvement and more supportive home environments than ST students. The study emphasizes the need for educational awareness, parental counseling, and special educational support programs in tribal and rural regions of Sarguja district.