Immigrant students' homework: Ecological perspective on facilitators and impediments to task completion

Hee Jin Bang, Carola Suárez-Orozco, Erin O'Connor

Research output: Contribution to journalArticle

Abstract

A significant body of research has addressed factors associated with homework completion among mainstream English-speaking students, yet there is little such research focusing on immigrant adolescents. This study uses data from the Longitudinal Immigrant Student Adaptation Study to examine individual and ecological context characteristics associated with homework completion among newcomer immigrant students from Central America, the Dominican Republic, Haiti, Mexico, and China. Regression analyses showed that strong academic skills, classroom engagement, and school violence were significant predictors of homework completion. Additionally, several indirect effects were found. Students' classroom engagement mediated the effects of parental employment and family composition on their homework completion. Classroom engagement and academic skills also mediated the effect of gender on homework completion. Implications for practice and policy are discussed.

Original languageEnglish (US)
Pages (from-to)25-55
Number of pages31
JournalAmerican Journal of Education
Volume118
Issue number1
DOIs
StatePublished - Nov 2011

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homework
immigrant
student
classroom
Dominican Republic
Haiti
Central America
speaking
Mexico
violence
adolescent
regression
China
gender
school

ASJC Scopus subject areas

  • Education

Cite this

Immigrant students' homework : Ecological perspective on facilitators and impediments to task completion. / Bang, Hee Jin; Suárez-Orozco, Carola; O'Connor, Erin.

In: American Journal of Education, Vol. 118, No. 1, 11.2011, p. 25-55.

Research output: Contribution to journalArticle

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