Abstract
In the past decade, new types of selective classes offering above-standard educational services for a fee have emerged in Czech public primary schools (e.g. bilingual, for gifted, Montessori, waldorf). Such classes enable the division of pupils based on their family background and cognitive skills since young age, increasing educational inequity.
Through in-depth interviews, the ongoing dissertation research maps out the school choice process of parents who choose selective classes upon their child's entry to primary school. In the poster, I will present the preliminary results of the analysis of 12 interviews with parents considering or having chosen a paid class and the currently-faced methodological dilemmas that have emerged due to the choice of the research design of grounded theory.