Žáci-cizinci z východní Evropy (Ruska a Ukrajiny): Školní docházka a spolupráce se školou perspektivou rodičů
Foreign pupils from Eastern Europe (Russia and Ukraine): School attendance and cooperation with the school from the parents' perspective

Summary/Abstract: The paper draws on a study carried out as part of a dissertation research, the aim of which was to examine the parental perception of primary education of pupils of Russian and Ukrainian origin. The theoretical framework deals with the circumstances of minority origin and the sociocultural capital of the family, and their impact on school attendance of children. The longitudinal qualitative research was driven by the following research questions: What is the parents’ evaluation of Czech primary education and their cooperation with the school? How do they assess their position within the educational process and what is their view based on? What education-oriented strategies do they consider and implement into practise, and what are their decisions influenced by? The sample consisted of ten family units, including at least one child attending a mainstream primary school. The data were created using semistructured interviews with parents, sometimes combined with observations of family interactions, and interviews with children. Despite the size of the sample, which does not allow for generalizable conclusions, the findings highlight the ambivalent nature of cultural differences, which act as a potential source of practical, social and psychological barriers. Intertwined with other socioculturally based discrepancies, such difficulties constitute an important aspect of reflection and transformation of the initial expectations and goals parents hold with regard to the issue of education.

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