Socium

In Zambia, academic attainment is profoundly shaped by socio-cultural elements, including entrenched gender norms, community beliefs and familial roles. These dynamics significantly influence students' educational trajectories, either facilitating or hindering their development. This study investigates the socio-cultural factors that impact female academic achievement in Zambia, with a specific focus on the interplay of family and community dynamics. Grounded in Sociocultural Theory, this research explores how cultural values, familial expectations and community support systems shape the academic motivations and achievements of female students. Employing ethnographic methods and interviews with female students and parents, the study examines factors such as gender roles, religious beliefs and community-led educational initiatives. The findings indicate that robust family and community support are pivotal in fostering motivation and perseverance, especially in resource-constrained settings. This paper underscores the necessity of culturally responsive educational strategies that align with the lived experiences of female students to enhance academic outcomes.