Title: Parental Career Imposition And Student Academic Progress In Nigerian Universities
Authors: Taiwo Ebenezer Adeleke
Busayo Bose Adeleke
Volume: 10
Issue: 2
Pages: 33-38
Publication Date: 2026/02/28
Abstract:
This study explores the phenomenon of parental career imposition and its influence on students' academic progress within Nigerian universities, situating the discussion within the broader context of educational challenges in Nigeria. Parental pressure to pursue specific, socially prestigious, or economically secure careers often overrides students' interests, abilities, and aspirations, with significant implications for academic engagement and performance. Drawing on national and international reports from the National Bureau of Statistics, UNESCO, the World Bank, and the Federal Ministry of Education, the article highlights persistent educational challenges, including rising dropout rates, gender disparities, regional inequalities, and the impact of poverty and insecurity on students' educational trajectories. The paper synthesises empirical and theoretical perspectives to demonstrate how parental career imposition contributes to academic retrogression through reduced intrinsic motivation, heightened stress and anxiety, diminished autonomy, erosion of self-efficacy, and increased likelihood of dropout. Scholarly frameworks by Deci and Ryan, Tinto, Bandura, and Eccles underpin the analysis of the psychological and academic consequences of misaligned career choices. The study concludes that addressing poor academic progress in Nigerian universities requires integrated interventions, including strengthened career guidance and counselling services, parental sensitisation, improved school security and infrastructure, and policies that promote student autonomy and equitable access to education. Such measures are essential for enhancing academic success, reducing attrition, and fostering sustainable career development among Nigerian university students.