2.2.

Theoretical Framework
Social Capital Theory
Social capital theory is crucial for understanding how family background influences the
occupational aspirations of secondary school students in Mwea Constituency. Social
capital encompasses the networks, relationships, and resources individuals possess,
which significantly shape their educational and career choices (Mishra,2020). This
theory highlights the ways in which family background and social connections interact to
create pathways for students’ career goals ( Heidari et al.,2023). In Mwea
Constituency, where community and familial ties are strong, social capital becomes a
vital framework for analyzing how these relationships impact students' aspirations.
According to social capital theory, individuals from higher socioeconomic status (SES)
backgrounds generally have better access to social resources, networks, and
opportunities as argued in the literature of Otero et al,(2024). This enhanced exposure
can significantly affect their occupational aspirations. For instance, students who
interact with family members engaged in diverse professions are likely to expand their
career ambitions based on these experiences. The social capital built through family
connections can open doors to various career possibilities, encouraging students to aim
higher in their occupational goals.
One of the key elements of social capital theory is that families with strong social
networks provide their members access to valuable information regarding educational
and career opportunities( Murray et al 2020). In Mwea Constituency, students from
families with robust social capital can benefit from the experiences of parents or
relatives working in different professions. Such connections facilitate mentorship,
guidance, and insight into various career paths, which can positively shape students'
occupational aspirations and increase their awareness of the opportunities available to
them.
Additionally, social capital can be divided into "bridging" and "bonding" categories.
Bridging social capital refers to relationships that connect individuals to diverse groups
beyond their immediate community, thereby broadening their horizons (Ali Aksar et al
2020). In contrast, bonding social capital focuses on close-knit family and community
ties, which can sometimes limit exposure to new career options. Students with strong
bridging social capital are likely to encounter a wider array of professional opportunities,
fostering more expansive occupational aspirations. Conversely, those with primarily
bonding social capital may find their career goals influenced by the choices of family
members, potentially narrowing their aspirations.
Moreover, social capital plays a significant role in providing financial resources
necessary for education(Sahasranamam et al 2020). Families with higher social capital
often possess the means to support their children's educational pursuits, which can
include access to tutoring, extracurricular activities, and college preparation programs.
This financial backing can be especially impactful for students in areas with limited
economic opportunities, such as Mwea Constituency, as it can greatly influence their
ability to pursue desired careers. Without such support, students may face barriers that
hinder their aspirations.
Finally, the influence of peers and role models within social networks is a critical aspect
of social capital theory. Students are often inspired by the successes of their peers and
the role models they encounter within their communities (Parnes et al 2020). Families
with strong social capital typically maintain relationships with individuals who excel in
various occupations, creating a supportive environment that encourages students to aim
for higher aspirations (McCallen & Johnson 2020). This social exposure can instill
motivation and drive, helping students envision and strive for successful career paths in
line with the professional examples set before them.
Occupational Aspiration Theory.
Within this framework, factors such as family background, socioeconomic status (SES),
and parental occupations play crucial roles in shaping students' envisioned career
paths. These variables impact how students perceive what is achievable and desirable
in their future occupations. According to Sewell, Haller, and Portes (2018), an
individual's career goals are shaped by a combination of personal traits, social
influences, and environmental factors, underscoring the importance of family
background in shaping students' occupational aspirations in Mwea Constituency.
One key component of Occupational Aspiration Theory is the role of socialization and
role models. Family is often the primary and most influential socialization agent in an
individual's life (Arnett 1995). A student's family background, particularly the educational
attainment and occupation of parents, can significantly impact their career aspirations
(Khampirat 2020). For instance, if parents hold prestigious or professional jobs, their
children are likely to aspire to similar careers. In contrast, students whose parents have
limited educational and occupational opportunities may experience diminished
aspirations, primarily due to a lack of exposure to alternative career possibilities. This
dynamic highlights the importance of the family environment in fostering or constraining
students' occupational ambitions.
Moreover, the socioeconomic status of a family is a critical determinant of occupational
aspirations. Students from affluent families typically have greater access to resources
such as educational materials, extracurricular activities, and career guidance, which can
broaden their understanding of potential career paths. Research by Gore, Holmes, and
others (2015) illustrates how these resources facilitate exposure to a variety of
professions, empowering students to set higher aspirations. Conversely, economically
disadvantaged students may encounter barriers that limit their occupational goals, as
they often prioritize immediate financial stability over long-term career objectives. This
disparity underscores the profound impact that family SES has on shaping students'
views of possible career trajectories.
Self-efficacy is another vital aspect of Occupational Aspiration Theory that relates to
family background. The belief in one’s capacity to achieve specific career goals is
essential for establishing and pursuing occupational aspirations. As noted by Kim
(2014) and Nduta (2019), family support and encouragement can significantly enhance
a student’s self-efficacy. When students receive affirmation and backing from their
family members, they are more likely to set ambitious career goals. Conversely, a lack
of support or overt discouragement from family can undermine a student’s confidence,
leading to reduced aspirations. Thus, students from nurturing family environments may
pursue more ambitious career paths, while those facing familial resistance might curtail
their aspirations.
In summary, the influence of family background on the occupational aspirations of
secondary school students in Mwea Constituency can be effectively understood through
the lens of Occupational Aspiration Theory. Key family factors, including parental
occupations, socioeconomic status, and levels of familial support, significantly shape
students’ career ambitions. Acknowledging these influences is vital for educators and
policymakers in the region to provide tailored support and guidance, enabling students
to navigate barriers and realize their full career potential. By addressing these factors,
stakeholders can promote greater equity and inclusivity in the career aspirations and
outcomes of students across Mwea Constituency.
. Families with higher SES typically have access to superior educational resources,
which can broaden a student’s awareness of potential careers (Li et al 2021).
Additionally, the financial security associated with higher SES can alleviate concerns
regarding the pursuit of further education or the exploration of unconventional career
paths. However, the interactions between family background variables and occupational
aspirations can vary widely among individual students. Some may feel motivated to
diverge from traditional family careers to explore new opportunities, while others may
feel a deep connection to their family’s professional paths, opting to continue in similar
fields. This complexity highlights the nuanced ways in which family background
influences students' career aspirations in Mwea Constituency.
Role Model Theory
Role Model Theory posits that individuals are significantly influenced by the behaviors,
values, and achievements of those they admire, often referred to as role models
(Downes et al 2021). This theory is particularly relevant when examining the
occupational aspirations of secondary school students in Mwea Constituency, where the
impact of family background interweaves with the influences of role models. The
presence of role models in a student's life creates a complex web of influence, shaping
their career ambitions and decisions.
Family is often the first source of role models for children (Mahmood et al 2021). When
students see family members achieve success and fulfillment in specific occupations,
they are more inclined to consider similar career paths. A student's family background
profoundly affects their occupational aspirations; children frequently look to their parents
and immediate family members as primary role models. If a student comes from a
family with a history of success in certain professions, they are more likely to aspire to
follow that trajectory. Conversely, students from disadvantaged backgrounds may have
limited exposure to successful role models, which can lead to lower career aspirations.
Role Model Theory further categorizes the influence of role models into three
dimensions: as embodiments of goals, as attainable figures, and as desirable
individuals (Sewell et al 2022). These dimensions highlight how students can emulate
positive behaviors exhibited by their role models, which can lead to personal success.
At the same time, they can learn to avoid negative behaviors associated with role
models who fail. The dual influence of role models both additive and subtractive means
that exposure to positive examples can help students strive for their goals, while
negative examples can caution them against pitfalls.
The relevance of Role Model Theory extends beyond family influence. In Mwea
Constituency, students have the opportunity to interact with role models in various
professional fields, such as teachers, community leaders, or successful alumni. These
external figures can inspire students, broadening their horizons and shaping their career
aspirations in ways that family members may not be able to. This exposure is
particularly critical for students from less privileged backgrounds, as they may discover
new possibilities through the achievements of individuals outside their immediate family.
Moreover, the role of media and the internet is increasingly significant in introducing
secondary school students to a diverse array of role models. Through media, students
encounter successful individuals from various backgrounds and professions, which can
significantly influence their occupational aspirations (Jackson &Tomlinson 2020).
However, the impact of these external role models is often mediated by the values and
beliefs instilled by the students' family backgrounds. This interplay can complicate the
relationship between family influence and external aspirations, as students may find
themselves balancing familial expectations with newfound ambitions inspired by
external role models.
The relationship between family background and role models can indeed be complex
(Zimmerman et al 2020). While family background establishes the initial framework for
a student's career aspirations, external role models have the potential to challenge or
reinforce these goals. For example, a student from a disadvantaged family might meet a
teacher or mentor who encourages them to aspire to higher academic and career
achievements, which could lead them to diverge from their family's typical occupational
paths. This dynamic highlights the potential for external influences to reshape
aspirations in meaningful ways.
Ultimately, Role Model Theory underscores the significance of parental occupation in
shaping students' career aspirations. When students witness their parents' professional
success and satisfaction, they are more likely to view those careers as attainable and
desirable (Tetteh et al 2022). This relationship emphasizes the principle of emulation,
where students aspire to follow in their parents' footsteps. As highlighted in the
academic literature, role models serve as pivotal figures in inspiring individuals to set
ambitious goals and engage in innovative occupational pursuits.
In conclusion, Role Model Theory is intricately linked to the impact of family background
on the occupational aspirations of secondary school students in Mwea Constituency.
While family provides the foundational influence, external role models, including
educators, community leaders, and media figures, can either reinforce or reshape these
aspirations. Understanding this multifaceted relationship is vital for educators and
policymakers aiming to provide effective guidance and support to students, enabling
them to pursue fulfilling careers regardless of their family backgrounds.
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