Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds

Abstract

It is common for teachers in all districts across the United States to give homework to their students. Given the rising numbers of children from nondominant backgrounds 1 in American schools, a question that merits consideration is how children from nondominant backgrounds—particularly in large urban centers—are impacted by teachers' homework practices. In this study we explored why teachers in one large U.S. urban center assign homework, the kinds of homework teachers assign, and teachers' beliefs about the impact of this homework on their students' success at school. We collected surveys from 133 elementary school teachers (grades K through middle school) and interviewed a subgroup of 27 teachers from the larger group. Results revealed that although most teachers engaged in homework practices that were similar to those identified in current research (e.g., giving students skills based practice in math and spelling, in particular), most of the teachers in our study did make provisions for the fact that many of their children came from homes where English was not spoken at home and parents may not have the additional financial resources necessary to purchase materials for children to complete their homework.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 44 citations exist upstream.