INTERGENERATIONAL CLOSURE AND STUDENT EDUCATIONAL ACHIEVEMENT IN HIGH SCHOOL IN SOUTHEASTERN SERBIA
INTERGENERATIONAL CLOSURE AND STUDENT EDUCATIONAL ACHIEVEMENT IN HIGH SCHOOL IN SOUTHEASTERN SERBIA

Summary/Abstract: This paper explores the relationship between intergenerational closure and student educational achievement, taking into account the influence of the social environment in which students attend school. The research was designed as a multiple case study. The sample consists of 20 students and their families (each student and their family represent a single case). By analyzing four groups of cases, the study illustrates how the size of the town in which students attend school influences the degree of familiarity between parents and their children's friends, as well as with the parents of those friends. The results indicate that parents of students with low educational achievement who attend school in cities show less familiarity with their children’s friends, while parents of students with exceptional academic achievement, regardless of the place in which students attend school, exhibit a high level of familiarity with their children's friends and their families. Additionally, the study emphasizes that the mere presence of intergenerational closure is insufficient for achieving high academic outcomes. Norms that promote academic success must also be present. While smaller towns enable deeper mutual acquaintance and stronger social networks, exceptional academic results require active parental involvement and the presence of academic norms that encourage success. Based on the findings from this qualitative research, further quantitative studies are recommended to test and validate these findings on a broader scale.

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