Child’s Right to a Career Choice and Societal Influence: A Case Study of Students of Some Selected Junior Secondary Schools
Chapter One
Objective of the study
The objective of this study is to examine the relationship between societal influences and the child’s right to career choice among junior secondary school students in selected schools. Specifically, the study seeks to:
- Determine the extent to which parental expectations influence the career choices of junior secondary school students.
- Examine the role of peer influence in shaping students’ career aspirations.
- Assess the effectiveness of school-based career guidance in supporting students’ independent career decision-making.
- Investigate the impact of cultural and gender norms on the career choices of junior secondary school students.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Child’s Right to Career Choice
The child’s right to career choice is rooted in international, regional, and national legal frameworks that recognize children as active participants in decisions affecting their lives, including choices about education and future occupations. The United Nations Convention on the Rights of the Child (UNCRC) explicitly affirms that children have the right to express their views freely in all matters affecting them and for those views to be given due weight according to the child’s age and maturity (UNCRC, 1989, Article 12). This principle implies that in career decision-making, children should not be passive recipients of adult choices but rather active participants whose aspirations and capabilities are respected.
The UNCRC also promotes the concept of evolving capacities (Article 5), which acknowledges that as children grow, their ability to make informed decisions increases, and they should be progressively empowered to take responsibility for their own life choices (Lansdown, 2005). In the context of career choice, this means providing children with access to relevant information, guidance, and opportunities that enable them to make informed decisions consistent with their interests and talents.
Another foundational principle is the best interests of the child (Article 3), which requires that all actions concerning children whether undertaken by parents, educators, or policymakers should prioritize the child’s overall well-being, development, and future potential (UNICEF, 2021). This principle safeguards against coercion or undue influence that might push children into careers that do not align with their interests or aptitudes.
Regionally, the African Charter on the Rights and Welfare of the Child (ACRWC) reinforces these provisions by affirming every child’s right to education and to guidance in the development of their abilities, as well as protection from any work or societal pressure that undermines their full development (ACRWC, 1990, Article 11). This strengthens the argument that career choice is not merely a personal preference but a protected right that supports the child’s holistic development.
In Nigeria, the Child Rights Act of 2003 domesticates the provisions of the UNCRC and the ACRWC, granting children the right to participate in decisions affecting their lives, including education and vocational training (Federal Republic of Nigeria, 2003). This legal recognition obligates parents, schools, and the state to respect and facilitate the career aspirations of children, while providing them with adequate support and resources to make informed choices.
Overall, the child’s right to career choice underscores the need for a supportive environment in which parents, educators, and society work collaboratively to provide accurate career information, mentorship, and opportunities. This ensures that children are not only aware of their rights but are also empowered to make career decisions that reflect their unique interests, talents, and long-term goals (Bjørnberg & Rydstrøm, 2018).
CHAPTER THREE
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METHODOLOGY
This chapter outlines the research design, population, sample and sampling techniques, research instruments, data collection procedures, and data analysis methods used in the study on Child’s Right to a Career Choice and Societal Influence: A Case Study of Students of Some Selected Junior Secondary Schools.
Research Design
The study adopted a descriptive survey design. This design was considered appropriate because it allows the researcher to collect data from a large number of respondents in order to describe and examine existing relationships between variables (Creswell & Creswell, 2018). Specifically, the design enables the investigation of the extent to which parental expectations and peer influence affect junior secondary school students’ career choices without manipulating the study variables.
Population of the Study
The population comprised all junior secondary school students (JSS1–JSS3) in the selected schools within the study area. These students were targeted because they are in a developmental stage where they begin to explore career options and are often influenced by parents, peers, and societal expectations (Ginzberg, 1984).
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter presents the results of the analysis of data collected from students of selected junior secondary schools regarding the influence of parental expectations and peer influence on their career choices. Data are presented in tables according to the research questions.
A total of 120 questionnaires were distributed and retrieved, representing a 100% return rate.
CHAPTER FIVE
SUMMARY, DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
Summary of the Study
This study investigated Child’s Right to a Career Choice and Societal Influence among students in selected junior secondary schools. Specifically, it examined:
- The extent to which parental expectations influence the career choices of junior secondary school students.
- The role of peer influence in shaping the career aspirations of junior secondary school students.
A descriptive survey design was adopted, and data were collected from 120 students using a structured questionnaire. The data were analyzed using descriptive statistics (mean and standard deviation) and Pearson’s correlation analysis. The results revealed that parental expectations have a significant influence on students’ career choices, with a grand mean score of 3.33. Peer influence was also found to have a moderate but notable effect, with a grand mean score of 3.22. Correlation analysis further showed that both parental expectations and peer influence had positive and significant relationships with students’ career aspirations (p < 0.05).
Discussion of Findings
Parental Expectations and Career Choices
The findings showed that parents exert a strong influence on their children’s career choices, often guiding them toward careers they perceive as prestigious, financially secure, or socially acceptable. This aligns with Okeke and Uzoma (2020), who found that Nigerian parents play a decisive role in their children’s educational and vocational decisions due to cultural values, economic considerations, and personal aspirations for their children’s success. The strong correlation between parental expectations and career choice in this study supports Bandura’s (1986) Social Cognitive Theory, which posits that family expectations and modeling shape individual aspirations.
Peer Influence and Career Aspirations
Peers were found to moderately shape students’ career aspirations, mainly through conversations, shared dreams, and mutual encouragement. This finding is consistent with Alika (2021), who reported that adolescents often look to their friends for cues about which careers are “cool,” attainable, or relevant to their identity. While peer influence was not as strong as parental influence in this study, its effect was still statistically significant, suggesting that peer groups act as secondary but important socializing agents in career decision-making.
Relationship with Previous Studies
The results of this study align with the works of Oyewole (2019) and Adepoju (2020), who both found that while peers influence career aspirations, parental expectations tend to override peer input, particularly in cultures where family authority is highly respected. However, the moderate influence of peers observed here supports the argument of Lent et al. (1994) that social context — including both family and friends — jointly shapes career development.
Conclusion
The study concludes that:
- Parental expectations strongly shape junior secondary school students’ career choices, sometimes overshadowing the child’s personal interests.
- Peer influence plays a moderate but significant role in shaping students’ aspirations, especially through shared conversations and mutual encouragement.
- Both parental and peer influences are important societal factors that impact the child’s right to make independent career choices.
These findings highlight the need for balanced career guidance that respects the child’s autonomy while engaging parents and peers in supportive roles.
Recommendations
- Schools should provide regular, structured career guidance sessions to help students explore various career options independently and make informed choices.
- Parents should be educated on the importance of respecting their child’s individual career interests while providing supportive guidance.
- Schools could encourage peer mentorship programs where students share career information constructively, promoting informed and realistic aspirations.
- The child’s right to career choice should be integrated into civic education curricula to empower students to understand and assert their rights in decision-making.
REFERENCES
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