Socioeconomic Status and Homework Attitudes Case Study

Jenna Krueger
Concordia University, Nebraska

Submitted in partial fulfillment of

the requirements for EDUC 532
October, 2014

Study Context

Homework has long been a highly contested topic in our nations schools. Depending on
what classroom one walks into, will depend on the homework policy or the amount of homework
assigned, if any, on a nightly basis. Attitudes about homework vary just as much as the
homework policies themselves. This case study aims to investigate the attitudes about
homework in a low-income school through a qualitative approach. A classroom of fourth grade
students will voice their thoughts and opinions about homework as well as their homework
routine. As every classroom is diverse in its own right, a series of observations and interviews
will help to understand the value of homework in a low-income classroom.
Explanation of why the study is needed
Homework is commonplace in many classrooms from kindergarten through twelfth
grade. What is not common is the type, amount, nor the attitudes among students and parents.
The one item that can be agreed upon is that no matter what the grade, parents and students are
either satisfied with the amount of homework being assigned, or they are not. The attitudes
about homework are diverse, just as diverse as our nations classrooms. The idea that there is a
correlation between socioeconomic status and specific attitudes remains to be proven. However
within certain buildings, patterns are emerging when it comes to homework completion and
overall satisfaction with homework. The idea that socioeconomic status can be a contributing
factor to these patterns is one that needs to be investigated by looking at the current status of
homework in our country and then breaking down poverty within our schools.
The amount of homework being assigned has been contested for many years. With recent
curriculum shifts making some educators and parents nervous for their students they feel the
push to assign more homework. While others are feeling the need to assign less homework to
alleviate pressure from students and free up time for students in the evenings for other activities.
While teachers are trying to strike a balance, a survey found that only 22% of nine year olds who
participated were not assigned homework (The Brown Center, 2014). Of those who were

assigned homework, 5% of students did not complete the assigned work, and 17% had at least an
hour or more of homework to complete. When a group of 17-year old students were surveyed,
27% stated that they were not assigned homework, with 11% choosing not to complete their
assigned work, and 36% had more than an hour of homework night.
While these numbers may not seem staggering, nor do they relate directly to
socioeconomic status, they demand attention. With so many teachers assigning homework every
night, many begin to question the purpose. There are many individuals who believe that
homework does not improve study skills, promote self-discipline and responsibility, or enhance
students academic achievement (Ramdass &Zimmerman, 2011, page 197). Homework that is
assigned to those individuals in a difficult living situation or without parental guidance can put
those students at a disadvantage as they have less support. This situation is seen in some poverty
stricken homes. More and more there is a push to only assign reading for homework for younger
students.
However others see homework as a needed part of todays education system because of
the potential benefits. Some find that the benefits are not short-term, but rather long-terms as
teachers set goals and expectations for homework, students must independently complete
homework by practicing self-regulatory behaviors such as planning, inhibiting distractions,
persisting at difficult assignments, organizing the environment, overcoming unwanted emotions,
and reflecting on what they have learned (Ramdass & Zimmerman, 2011, page 198). Some
schools find short-term benefits in homework as well and have set guidelines to ensure that
assignments are purposeful and rigorous for their students (Danielson, Strom, & Kramer, 2011).
While some are pushing for less homework for the economically disadvantaged, others are
pushing for more for the reasons listed and because certain experiences set in motion the
gradual disengagement [of low income students] from schooling that results in school dropout

through homework assignments, teachers have a valuable opportunity to harness some of

students out-of-school time to cultivate school engagement (Bempechat, Li, Neier, Gillis, &
Holloway, 2011, page 253).
Along with these variations of attitudes are varying demographics within a classroom.
Classroom diversity can be described in such ways as race, ethnicity, gender, ability, religion and
socioeconomic status. (Gollnick & Chinn, 2013). All of these factors cause teachers to
individualize their approach to education. No diversifying factor is more important than the
others and all require special attention, but socioeconomic status has become ever prevalent in
todays schools. The National Center for Education Statistics found that there are 11.1 million
school-aged children living in poverty (2014). At 21% of the student population this number has
risen since 2005. Educators have to focus on this number and though there are a lot of attitudes
about homework, how students in poverty are affected by homework needs to be explored so that
teachers can provide a learning experience that is fitted to their learners.
Purpose Statement and Research Questions
The purpose of this study is to relate student attitudes about homework with the effect
they have on their own performance. Schools with high rates of students living in poverty will
need to find a homework policy that prepares their students for their futures while fostering a
good relationship with those learners. This study aims to look into the question how parent
beliefs shape their students beliefs. Data gathered will begin to look into how socioeconomic
status may play a role in the formation of attitudes about homework. Finally the study will begin
to answer what purpose homework has in a low-income school.
Research Design
This study took place over a five week time period in a fourth grade classroom in
Colorado. It should be noted that the name of the school and students have been changed to
protect confidentiality. The study consisted of an observation of a student who was completing
their homework. This situation was observed to try to understand the study habits of students

outside of the classroom. Notes were taken and compared with other data gathered from the
study.
In addition to an observation, students and parents were also surveyed about their
thoughts over homework. The surveys asked a myriad of questions ranging from what were their
homework routines, experiences and reasons to not complete assignments, to overall feelings
about homework. Some parent surveys were done in the format of an interview to improve
parent turnout. Another teacher was also interviewed, as the study was taking place within my
own classroom, the interview asked questions pertaining to his philosophy and feelings about
homework as well as his classes participation.
The classroom is comprised of 23 students, 11 students are of Hispanic dissent, one
student is identified as Polynesian and the final 11 are considered white. Six students have an
IEP, and five students are receiving services through the English Language Learners program.
Bicknell Elementary School is a Title I school. Within the classroom there are 13
students from low-income families. This status was determined by participation in the Backpack
program and the free and reduced lunch program. Prior to the study students were receiving
around 40 minutes of homework a night. Students were required to read for 20 minutes,
complete 10 minutes of math fact practice and 2-3 times a week an additional math homework
page was sent home. Class participation for the reading and math logs was at 56% at the time fo
the study. The completion rate of the additional math pages was near 70%. All of the students
participated in the study and some of their parents did as well.
Analysis
At the conclusion of the data collection phase of the study, field notes were carefully
examined and scrutinized. Emerging themes began to pronounce themselves. They have for the
most part been divided into themes developed from parent surveys, and themes resulting in
student surveys. One major theme became known through the evaluation of both survey sets,
interview and observation.

The first emerging themes from student surveys are that homework is important to
students. The reasoning behind the importance varies from student to student, but there a
number who found it a value in their life. Some students enjoyed the challenge it presented,
others felt smarter completing assignments, while others found homework to be a reprieve and
relaxing as opposed to their hectic home lives.
On the opposite end of the spectrum, many students found that homework was not
important to them. This second theme emerged again for a number of reasons, some because
they did see any benefits, others because they had more important items they had to do in the
evenings, and one student remarked that he had to help his family pay bills.
Three major themes emerged from the parent surveys. The first theme was that parents
do not like homework. The reasoning behind this feeling was that it was either too difficult for
their children, or more damaging to parental attitudes was that assignments were too difficult for
parents to help their children with. Parents also voiced that they never liked homework as
children and their feelings have grown with them. A second emerging theme is that homework
could be more beneficial, but families are too busy. Many parents voice that they were unable to
sit with their child to help them with homework, leaving them with negative attitudes. The final
theme to emerge from the parent surveys was homework is a positive thing. Parents discussed
how they enjoy seeing their students learning at home, being involved in their education, and that
it overall helped their learner grow.
An overarching theme seemed to develop from all these surveys, interviews and the
observation, and that is the fact that homework is seen as a means to practice learning skills, but
not necessarily study skills. Students found that homework routines and practices were often
inconsistent and hurried. A student was observed struggling to complete his homework because
he lacked necessary study skills, and the ability to focus on the task at hand. Some parents felt
that homework was preparing students for their current education, and not their future.

Findings
While some believe that homework for students in lower income areas is needed to keep
the connection between home and school and other researchers believe that it will foster selfregulation, the message is not being conveyed at Bicknell Elementary. Parents and Students find
that with the changing curriculum, assignments are difficult to complete together or even away
from the guidance of a teacher. The frustrations being felt at home are carrying over into the
classroom and it was noted by Mr. Jeffries, the fourth grade teacher interviewed for the study.
Though there is no definitive proof socioeconomic status has an effect on homework
attitudes. There are connections, as students and families find that homework is less important
than errands or providing for the family. In some situations, more affluent families would be
able to afford someone to watch the children so that they may stay home and they may not find
themselves in financial trouble. Yet there were some students whose low-financial status was
beneficial to them in terms of thoughts about homework because they used it as an escape from
their sometimes chaotic lives.
As parents have voiced their feelings that homework is too difficult for them and their
students, and students, though some support the current practices, find it wasteful and too
difficult, it leaves the question, what is the purpose of homework at Bicknell Elementary.
Through much of the interviews and surveys, the biggest disgruntlement was over math
assignments or any other extra work sent home. Many students and parents enjoyed the reading
work as students could do it independently if needed, or parents could easily support the habit. A
focus on reading for homework would shift away from homework being about practicing a set
skill, but rather fostering students to become lifelong learners.
Ethical Issues
Some ethical issues arise through the implementation of this study. The study relied on
the responses of both parents and students. Though participants were encouraged to be honest
with their feelings and experiences, there are possibilities for data to be incorrect due to falsely

given answers. The study also took place in my classroom, which is considered a conflict of
interest, which could affect data and interpretations.
Whenever socioeconomic status is involved, it can conflict with interests as well as
emotions. Though participants knew the context of the study, they did not know what pieces of
information that would deem them as a low-income participant or not. Knowing this information
may have skewed answers in a certain way and it may be a point of contention for participants.
Researcher Perspective
As the educator of the 23 student participants, I have had previous observational data
with these students. I knew what issues were prevalent within the classroom, as well as within
their homes. While it is necessary to conduct this same study within classrooms of similar
demographics and those that significantly different demographics in order to draw any sort of
conclusion, I do believe the data does reveal some information.
Attitudes are important when it comes to education. When parents have negative or
positive attitudes, it is reflected in their students. Parents and educators need to eliminate the
negative feelings by telling students how they were awful in a certain subject, or how they never
liked something in school because it ingrains the same attitudes within their students. These
attitudes are found in some low-income families, but also more affluent ones as well, where
academic success may not have been as easy to come by.
There is merit behind the notion of keeping students connected to school when they are at
home. Also instilling study habits and self-regulation skills. However, these skills must be
taught prior to sending home assignments, reinforced throughout and assignments in general
must be meaningful and worthwhile.