Vnímání rodičovských rolí žáky se sociálním znevýhodněním
Perception of parental roles by socially disadvantaged pupils

Summary/Abstract: The paper presents the results of a research study focused on the perception of parental roles by socially disadvantaged pupils in comparison with intact pupils. The aim of the research study was to examine the differences in the perception of parental roles between the two groups of respondents. The research was conducted through semi-structured interviews with 12 primary school pupils in school years 8 and 9. Of these, six respondents represent socially disadvantaged pupils and six respondents represent intact pupils. The age range of the respondents was 13-16 years. The selection of pupils with social disadvantages for the purpose of the research study was carried out according to the Assessment Scheme to Identify Pupils with Social Disadvantages (Němec, 2024). Interview recordings with respondents were subjected to open, axial and selective coding. The obtained data were subsequently compared in order to identify differences and analogies in individual statements with regard to the respondents' affiliation to the group of socially disadvantaged and intact students. The output from the data evaluation is a formulated grounded theory. The research results show that children from intact families have a greater tendency to imitate the actions of their own parents as they evaluate them positively and as effective. However, the children with social disadvantages mostly tend to disagree with the way their parents fulfil their parental role towards them and therefore they choose rather different approaches to perceiving parental roles.

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