UCLA Sloan Center on Everyday Lives of Families Working Paper No. 49 2006
Abstract
This study employs a combination of ethnographic case-study methods and discourse analysis of parent–child interactions to document parental involvement in children’s homework in Sweden and the U.S. We find that involvement can be characterized both in terms of intensity of involvement and points of involvement and that these dimensions vary due to a number of factors. We finally discuss a number of inherent tensions that exist in the policy of parent involvement.
