"You Need to Be More Responsible": The Myth of Meritocracy and Teachers' Accounts of Homework Inequalities

被引：10

作者：

Calarco, Jessica McCrory ^{[1
]}

Horn, Ilana S. ^{[2
]}

Chen, Grace A. ^{[3
,4
]}

机构：

[1] Indiana Univ, Sociol, 1020 E Kirkwood Ave,Suite 744, Bloomington, IN 47405 USA

[2] Vanderbilt Univ, Peabody Coll Educ, Math Educ, 230 Appleton Pl, Nashville, TN 37203 USA

[3] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA

[4] NYU, Steinhardt Sch Culture Educ & Human Dev, 82 Washington Sq E, New York, NY 10003 USA

来源：

EDUCATIONAL RESEARCHER | 2022年 / 51卷 / 08期

关键词：

ethnography; equity; in-depth interviewing; learning environments; parents and families; social stratification; sociology; observational research; qualitative research; PARENTAL INVOLVEMENT; METAANALYSIS; BENEFITS; ACHIEVEMENT; PERCEPTIONS; PROGRAMS; AMERICAN; CHILDREN; SKILLS;

D O I：

10.3102/0013189X221111337

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

How do teachers account for homework-related inequalities? Our longitudinal ethnographic study reveals that, despite awareness of structural inequalities in their students' lives, elementary- and middle-school teachers' practices centered the myth of meritocracy. They treat struggles with math homework as products of students' and (particularly in elementary grades) parents' insufficient responsibility, effort, and motivation. These interpretations then justify homework practices that reinforce inequalities, including assigning homework that exceeds what students can complete independently and rewarding/punishing students based on homework. We discuss implications for debates about homework and the dangers of meritocracy myths and offer recommendations for more equitable alternatives.

引用

页码：515 / 523

页数：9

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