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This study investigated the relationship between parenting styles and educational achievement with respect to intrinsic motivation to achieve. A total of 38 female students from Africa and Asia in a Chinese university filled in a self-reported questionnaire and six among them were interviewed to examine their perceptions on parenting styles as impelling factor of intrinsic motivation. The results revealed that authoritarian parenting style is exercised mostly in Africa and Asia; however mothers were perceived more authoritative and authoritarian whilst fathers were authoritative and permissive. Authoritarian typology was found to have a positive association with intrinsic motivation (r = .434, p =.007); but not with permissive (r = .019, p =.909), and authoritative (r = –.032, p=.847). Punishment, negligence and autonomy from parenting styles were echoed as intrinsic motivation drives henceforth internal satisfaction, perceived to be a key towards education accomplishment. The study concluded that one reason for denying girls and women their right to education which is rarely articulated in our society is the fear of “losing” them. Thus; the perception that educational victory of women will give them power that might cloud their “traditional identity” of serving as family caretakers; however, their contribution in the wellbeing of the society -from few who had an opportunity to access and survivesis profoundly commendable.

Parenting Styles as a Gateway for Girls Education Accomplishment: A Case Study of Female African and Asian Students in a Chinese University