Abstract

Amid growing educational inequality in post-Soviet countries, including Kazakhstan, the family remains one of the key factors shaping a child's academic trajectory. This study aims to analyze how family traditions, parenting attitudes, and the socio-economic status of parents can both facilitate and hinder children's educational success. The research uses a mixed-methods approach: on the one hand, semi-structured interviews were conducted with nine parents representing different regions, types of settlements, and social strata; on the other hand, a survey of 132 parents of schoolchildren in Almaty was conducted, providing quantitative support and confirmation of the patterns identified. Special attention was given to cultural components such as gender roles in the family, perceptions of education as a value, types of parental motivation, and strategies of interaction with schools. The results show that the family can act both as a resource and as a barrier to a child’s educational trajectory. Key factors that determine the nature of this influence include: family income level, type of school, cultural attitudes toward the parental role in education, and internal motivation and adaptability to new conditions. Particularly striking are the differences between families oriented toward long-term educational investment and those whose strategy is limited to surviving under current conditions. The article highlights the need for a comprehensive approach to educational policy that considers not only families’ material resources but also cultural patterns, parenting practices, and gender aspects of parental involvement. The practical significance of this work lies in its applicability for the development of parent education programs, school-based support services, targeted assistance for vulnerable families, and initiatives aimed at reducing the socio-educational gap in Kazakhstan.