Educational aspiration in relation to home environment self regulation and gender sensitivity of Tamil linguistic minority students of Kerala

Abstract

In the diverse context of Kerala, Tamil linguistic minority communities hold special significance. These communities live near the Kerala–Tamil Nadu border and maintain their Tamil cultural identity while living in Kerala. Tamil is their mother tongue. The educational aspirations of Tamil linguistic minority students are influenced by different factors, including linguistic, cultural, social and economic factors. The study entitled “Educational Aspiration in Relation to Home Environment, Self-Regulation, and Gender Sensitivity of Tamil Linguistic Minority Students of Kerala” employs a survey method. It investigates the relationship between educational aspiration and three factors such as home environment, self-regulation, and gender sensitivity among Tamil linguistic minority students in Kerala. The major objective is to analyze how these variables affect students’ future educational goals within a minority cultural context. Data were collected from 1,200 secondary-level Tamil linguistic minority students using standardized scales and inventories measuring educational aspiration, home environment quality, self-regulation abilities, and attitudes toward gender sensitivity. Statistical techniques, including t-tests and correlation analyses, were conducted to examine the relationships among these variables. The findings reveal the multifaceted nature of educational aspiration among Tamil linguistic minority students in Kerala. Correlation analyses indicated that educational aspiration was positively and significantly related to home environment, self-regulation, and gender sensitivity though the strength of these relationships was low to weak. This study shows that Tamil linguistic minority students in Kerala generally possess good levels of academic aspiration and supportive personal and environmental characteristics. In addition to home environment, self-regulation, and gender sensitivity, external factors such as school environment, community expectations, cultural elements and peer influence may have role in promoting students’ educational aspirations. Strengthening home–school relationships, promoting self-regulation strategies and fostering gender-sensitive attitudes will further help in increasing the educational aspirations of all students. The findings emphasize the importance of targeted support and inclusive strategies in fostering equitable and meaningful academic growth among minority students.