<![CDATA[This study investigates how religious and familial beliefs shape the educational aspirations of secondary school students in Bangladesh. Education is a critical pathway for social mobility, yet students’ aspirations are often influenced by cultural, familial, and religious frameworks that define acceptable goals and behaviors. A mixed methods design was employed, combining a structured survey of 450 students with semi-structured interviews to explore both patterns and meanings underlying aspiration formation. Quantitative analyses examined the relationships between parental expectations, religious beliefs, and students’ desired educational levels, while qualitative narratives provided insight into how students interpret and negotiate these influences. Results indicate that strong parental encouragement and supportive religious interpretations are associated with higher educational aspirations, while restrictive or misaligned belief systems can constrain ambitions. The interaction of familial and religious beliefs is particularly influential, with alignment amplifying aspiration levels and misalignment generating ambivalence. Gender differences reveal that female students’ aspirations are especially sensitive to belief alignment. The study highlights that educational aspirations are socially constructed outcomes shaped by culturally embedded norms. Findings suggest that interventions to raise aspirations should engage families and religious communities to reinforce positive educational goals.]]>
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