Influence of Parents Socioeconomic Status on Students Enrolment in Vocational Technical Education in Taraba State

This study investigates the influence of parents socioeconomic status on students enrolment in vocational and technical education programmes in secondary schools in Taraba State, North East Nigeria. Parental socioeconomic background has been identified as a significant determinant of educational choices, with lower-income families often directing children towards academically prestigious pathways at the expense of vocational education. The study is grounded in social stratification theory and its implications for educational access and equity. A descriptive survey design is employed, targeting 300 senior secondary students and 150 of their parents in Jalingo, Bali, and Wukari local government areas. A structured questionnaire captures data on parental income, occupation, educational level, and attitudes towards vocational education, as well as students own enrolment preferences. Pearson correlation and regression analysis are used to determine the strength and direction of associations. Findings are expected to reveal that students from lower socioeconomic backgrounds are paradoxically less likely to enrol in vocational education, despite its potential for rapid skill acquisition, due to negative societal associations. The study also explores how community perceptions of vocational education mediate parental influence. Recommendations include public awareness campaigns repositioning vocational education, scholarship schemes for technical education students, and parental engagement workshops. This study contributes to equity research in Nigerian vocational education and offers evidence for state-level enrolment strategy development. Keywords: socioeconomic status, vocational education, enrolment, Taraba State, parental influence