Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Helping with homework? : Homework as a site of tensions between parents and teenagers.
AU - Solomon, Yvette J.
AU - Warin, Jo
AU - Lewis, Charlie
PY - 2002
Y1 - 2002
N2 - The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent-teenager tensions. For many parents, homework was invested with the opportunity for reparation for their own scholastic failures or lost opportunities. Others felt that they lacked the competence to help and were disenfranchised by homework demands. Parents' concerns about their children's futures create a climate of pressure to succeed as they support a homework agenda that is not necessarily their own and which they have little power to influence.
AB - The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent-teenager tensions. For many parents, homework was invested with the opportunity for reparation for their own scholastic failures or lost opportunities. Others felt that they lacked the competence to help and were disenfranchised by homework demands. Parents' concerns about their children's futures create a climate of pressure to succeed as they support a homework agenda that is not necessarily their own and which they have little power to influence.
U2 - 10.1080/0141192022000005850
DO - 10.1080/0141192022000005850
M3 - Journal article
VL - 28
SP - 603
EP - 622
JO - British Educational Research Journal
JF - British Educational Research Journal
SN - 0141-1926
IS - 4
ER -