Differences in parental involvement and expectations during primary education: Reflections of STEM and Non-STEM grammar school students

Abstract

Parental involvement during primary education plays an important role in shaping students’ academic trajectories and aspirations. The aim of this study was to examine how grammar school students perceive parental involvement during their primary school years, and how it differs depending on whether they later chose STEM or Non-STEM tracks (languages, social sciences, sports, and arts). Furthermore, the present study explores how these patterns vary by gender, place of residence, and parental education. Using a quantitative research design, data were collected from grammar school students in Serbia. The results indicate that students who chose Non-STEM departments experienced greater parental involvement than those who chose an educational pathway that prepares them for academic studies in STEM subjects. Data analysis on parental involvement across STEM and Non-STEM groups yielded valuable findings in relation to students’ sociodemographic backgrounds: differences reflected in homework supervision, encouragement to pursue higher education, and expectations about immediate employment These findings emphasize the importance of recognizing the multifaceted nature of parental engagement, ranging from practical help to symbolic encouragement, and its interaction with social and cultural capital. The study concludes with recommendations for inclusive education policy and practice that recognize and strengthen family-school partnerships.