Unequal homework: rethinking teacher practices and parental involvement to bridge educational divide

Homework with parental involvement is often viewed as essential for fostering positive school–family partnerships. However, research has shown that homework practices can reproduce social inequalities, as they depend on differences in families’ time, resources, and capacity to provide academic support. Parental involvement in homework can therefore represent an early mechanism of educational exclusion. This study examines how and why teachers involve parents when assigning homework, and what underlying mechanisms shape their role. Using a qualitative design, the study draws on in-depth interviews with 37 Norwegian primary school teachers. Guided by Bhaskar’s, R. (2008. A Realist Theory of Science. Taylor & Francis) critical realism, the analysis explores the interplay of structural, cultural, and agential factors shaping teachers’ practices. Findings show that teachers often assume parents are positive, resourceful, and aligned with school values, even while acknowledging disparities among families. The study provides a theoretically grounded explanation of why teachers’ well-intentioned practices may reproduce exclusionary structures, and how alternative mechanisms of resonance and autonomy can foster more inclusive and equitable homework practices. By revealing how teachers’ belief systems interact with institutional norms, the study contributes new theoretical and practical insights for developing inclusive approaches to home–school collaboration.