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Racial and Ethnic Differences in Homework Time among U.S. Teens
Allison Dunatchik1, Hyunjoon Park1
1University of Pennsylvania, Philadelphia, PA, USA.
Summary
Area of Science:
- Sociology of Education
- Educational Psychology
- Time Use Studies
Background:
- Intensified college admissions competition drives increased educational activities among U.S. teens.
- Homework is a crucial educational component for disadvantaged and minority students with limited out-of-classroom learning resources.
- Understanding homework time disparities across racial/ethnic groups is vital for educational equity.
Purpose of the Study:
- To compare homework time across different racial/ethnic groups of U.S. students.
- To identify factors contributing to disparities in homework time, extending beyond demographics.
- To analyze the roles of family background, academic characteristics, and school factors.
Main Methods:
- Utilized data from the American Time Use Survey (ATUS) and the Programme for International Student Assessment (PISA).
- Employed ordinary least squares (OLS) regression analysis to examine determinants of homework time.
- Controlled for demographic, family background, academic, and school-level variables.
Main Results:
- Family background significantly explains homework time differences between Hispanic and White students.
- Family background partially explains differences between Black and White students; academic factors and school effects account for the remainder.
- While academic and school factors partially explain higher homework time for Asian students compared to White students, a notable gap persists.
Conclusions:
- Family background is a key factor in homework time disparities for Hispanic and Black students.
- Academic characteristics and school environments play a role in explaining homework time gaps for Black and Asian students.
- Further research is needed to understand the persistent homework time gap for Asian students.
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