Racist Homework: 5 Ways Schools Get It Wrong

Imagine your sixth-grade daughter comes home with a history assignment called “The Lifeboat Test.” She’s instructed to decide who lives and who dies on a sinking ship, choosing from descriptions that include race, religion, and ethnicity. Your child is uncomfortable. She’s confused. And when she returns to school, a classmate is so upset they rip up the assignment and end up being reprimanded by the teacher.

This isn’t a hypothetical scenario. In 2015, a Florida middle school assigned this exact homework to history students, sparking immediate outrage from parents who rightly questioned what educational purpose it served. One parent declared, “It’s racist in every form. This had nothing to do with history, nothing to do with it, and what is it teaching them?”.

This case is unfortunately not isolated. From California to Texas to Canada, stories of racist homework assignments have made headlines, leaving parents, students, and educators grappling with the same unsettling question: How did this happen, and what can we do about it?

In this article, we’ll explore the complex landscape of racist homework assignments—where they come from, why they persist, their profound impact on students, and most importantly, how we can work toward solutions that respect all learners.

What Makes a Homework Assignment “Racist”?

Before we can address the problem, we need to understand what constitutes a racist homework assignment. These typically fall into several categories:

1. Outright Use of Racial Slurs and Offensive Language

The most egregious examples involve the direct use of racial slurs in homework materials. In 2021, an 8th-grade social studies teacher in Manteca, California, assigned work that spelled out a racial slur multiple times. While the teacher claimed the assignment was meant to “spark critical thinking and conversation,” parents were understandably alarmed—especially since no prior notification was sent to families.

2. Perpetuation of Harmful Stereotypes

Some assignments rely on stereotypical depictions of ethnic and racial groups. An El Paso, Texas, school made headlines when a sixth-grade homework assignment asked students to evaluate statements like “Asians are small people” and “Black people eat chicken” as fact, opinion, or “commonplace assertion”. The teacher’s intent was to teach critical thinking about stereotypes, but the execution was deeply problematic.

3. Role-Playing Oppressors

Another troubling pattern involves asking students to take on the perspective of historical oppressors. In Hamilton, Ontario, a teacher assigned Grade 7 students to write speeches from the perspective of French settlers trying to convince Indigenous people to let them stay on their land. The assignment required students to defend colonialism, effectively asking Black and Indigenous students to “play the role of their enslaver/colonizer/land thieves”.

4. Tone-Deaf Historical Framing

Perhaps the most widely publicized example came from a UK school that asked Year 11 students to list the “pros and cons of slavery”. While the educational objective may have been to understand historical justifications for slavery, the framing was so careless that it appeared to ask students to weigh whether slavery had positive aspects. As one outraged parent noted, “What’s next? The benefits of the Holocaust?

5. Subtle and Systemic Bias

Not all racist homework is overt. Research has documented how assignments can perpetuate bias through more subtle means—using only typically white names in examples, presenting non-white cultures as primitive or exotic, or consistently depicting certain racial groups in limited occupational roles.

Why Do These Assignments Happen?

Understanding the root causes helps us move from outrage to solution. Here’s why racist homework assignments persist:

1. Outdated Materials and “Reinventing the Wheel”

Teachers often work under intense time pressure and may rely on teaching materials they’ve used for years. As one Texas teachers’ association president explained, “It’s very seldom that the teachers write their own assignments. That’s just a given. Usually they go to teaching resources online” . Teachers frequently use the same assignments for years without re-examining them.

2. Lack of Cultural Competency Training

Many educators lack adequate training in culturally responsive pedagogy. They may not recognize how certain assignments can harm or alienate students. Research shows that teachers’ perspectives on homework are often shaped by “culturally situated notions of common sense” that may not account for diverse student experiences.

3. Misguided Attempts at Critical Thinking

Ironically, some problematic assignments come from teachers attempting to address complex or uncomfortable topics. Teachers using racial stereotypes in assignments may think they’re helping students think critically, when in fact they’re reinforcing harmful ideas without adequate contextualization.

4. Curriculum Gaps and Lack of Review

Many schools lack robust review processes for homework materials. There may be no systemic mechanism for flagging problematic content, and teachers may not have clear guidance on what constitutes age-appropriate, culturally responsive material.

5. Bias in Grading Practices

Research has documented significant disparities in homework and employability grades across racial groups. A study of an urban high school found that White students scored significantly higher on homework assessments than Black and Hispanic students—and that these disparities were statistically significant. In some studies, Asian students had the highest homework scores, while Hispanic and Black students scored 18.74% lower.

The Impact on Students

1. Psychological Harm and Identity Threat

For students from marginalized backgrounds, encountering racist homework can be a deeply wounding experience. Assignments that ask students to role-play oppressors or defend harmful positions put them in an impossible position—complicit in their own dehumanization.

2. Stereotype Threat

When assignments reinforce negative stereotypes about a student’s identity group, it can trigger “stereotype threat”—the anxiety that you might confirm negative stereotypes about your group. This has been shown to significantly impair academic performance.

3. Disengagement and Resistance

Some students, like the 11-year-old who ripped up the “Lifeboat Test” assignment, may actively resist participating. This resistance may be met with punishment, compounding the harm.

4. Alienation from Learning

Repeated exposure to biased materials can erode students’ trust in the educational system and their sense of belonging. When students feel that their identity is being treated insensitively or that their history is being distorted, they may disengage from school.

Practical Solutions: How to Address and Prevent Racist Homework

For Teachers and Educators

1. Audit Your Materials

Regularly review homework assignments, textbooks, and supplementary materials for bias. Consider using checklists like the “Critical Reading Record” or “Bias in Educational Materials” worksheets developed by education researchers.

2. Consult the Experts

If you’re teaching material that includes racial themes, consult resources like the Jim Crow Museum of Racist Memorabilia, which provides educational frameworks for “us[ing] objects of intolerance to teach tolerance and promote social justice”.

3. Seek Parent and Community Input

Before sending home sensitive assignments, consider providing advance notice to families. This allows parents to prepare and engage in constructive conversation about the material.

4. Use “Red Flag” Assessment

Computer science educators have developed “red flag” criteria for assignments, including checking for:

• Problematic stereotypes

• Material likely to trigger stereotype threat

• Polarizing content

• Outdated references 

Apply these criteria to all homework, not just obvious cases.

5. Provide Clear Context

When addressing difficult historical topics, frame assignments carefully. Instead of asking for “pros and cons,” ask students to analyze historical perspectives, evaluate sources, or examine why certain viewpoints were held without requiring them to defend or justify oppression.

For School Administrators

1. Implement Review Procedures

Create clear processes for reviewing homework materials, especially those dealing with race, ethnicity, or sensitive historical topics.

2. Provide Professional Development

Invest in training on culturally responsive pedagogy, implicit bias, and equitable grading practices.

3. Support Teachers, Don’t Just Punish

When problematic assignments come to light, treat them as learning opportunities. Investigate whether the issue stems from lack of training, outdated materials, or inadequate support structures.

4. Consider Grading Equity

Research suggests that including homework and “employability” points in final grades can perpetuate inequities. Consider standards-based grading that emphasizes learning over point accumulation, allowing students to retake assessments to demonstrate mastery.

For Parents

1. Ask Questions

If you see a problematic assignment, speak up. Teachers often don’t realize the impact of their materials until it’s brought to their attention.

2. Seek to Understand Intent

While holding teachers accountable, also seek to understand the educational objective. A poorly worded assignment may have had a legitimate purpose that can be achieved better through other methods.

3. Build Collaborative Relationships

Work with teachers and administrators as partners in creating equitable learning environments. Research has shown that schools can strengthen family engagement by changing homework practices and treating this work as “cultural work”.

4. Know Your Rights

If your child is placed in an alternative classroom due to refusal to participate in a problematic assignment, you have the right to advocate for their educational experience.

Common Mistakes and Challenges

Challenge 1: Defensiveness

When teachers are called out for problematic assignments, the instinct may be to become defensive. This shuts down productive conversation and prevents growth.

Solution: Approach feedback as an opportunity to learn, not an attack on your character.

Challenge 2: “But I Had Good Intentions”

Intent doesn’t erase impact. Teachers who rely on stereotypes to teach critical thinking often mean well but cause harm regardless.

Solution: Center student experience and impact, not educator intent.

Challenge 3: “This Assignment Is from a Trusted Source”

Even materials from “authoritative” sources can perpetuate bias. The ERIC database includes numerous documents documenting bias in educational materials, showing this is a systemic issue.

Solution: Critically examine all materials, regardless of source.

Challenge 4: Fear of Addressing Race

Some teachers avoid addressing race entirely for fear of “getting it wrong.” This leaves students without necessary education about historical and contemporary racism.

Solution: Learn from mistakes, seek training, and approach difficult topics with humility and care.

A Balanced Analysis: Pros and Cons of Reform Efforts

The Good

Pro: Promoting Equity

Reforms that reduce bias in homework can create more equitable learning environments where all students feel respected and supported.

Pro: Improved Learning

Culturally responsive materials can help students see themselves in their education, improving engagement and achievement.

Pro: Critical Thinking

Well-designed assignments that address racism thoughtfully can help students develop valuable critical thinking skills while respecting all students’ dignity.

The Challenges

Con: Teacher Workload

Teachers are already overworked. Adding intensive material reviews and professional development requires time and resources.

Con: Fear of Controversy

Some teachers may avoid important but difficult topics out of fear of being accused of bias.

Con: One-Size-Fits-All Solutions

What works in one community may not work in another. Solutions must be context-sensitive.

Future Trends and Predictions

1. AI-Powered Bias Detection

As AI tools become more sophisticated, schools may use them to automatically flag potentially biased content in assignments.

2. Standards-Based Grading Expansion

Research supporting equitable grading practices may lead more schools to adopt standards-based grading that emphasizes learning over point accumulation, reducing inequities in homework-based grading.

3. Community Partnership Models

Schools may increasingly partner with families and communities to co-create culturally responsive assignments, building on research showing the importance of treating family engagement as “cultural work”.

4. Teacher Preparation Reform

Education schools are likely to integrate more extensive training on culturally responsive pedagogy and bias awareness as these issues gain prominence.

5. Student Voice in Curriculum

Students are increasingly being included in curriculum decisions, bringing their perspectives to what’s acceptable and what’s harmful.

Key Takeaways

• Homework can perpetuate racism in overt ways (slurs, stereotypes, role-playing oppression) and subtle ways (tokenism, limited representations, assumed cultural norms).

• Teacher intent is not the same as student impact. Well-meaning teachers can cause harm with poorly designed materials.

• Regular audits of homework materials are essential for identifying and removing biased content.

• Schools should implement review processes and provide professional development on culturally responsive teaching.

• Equitable grading practices that emphasize learning over point accumulation can reduce racial disparities in homework grades.

• Parents play a crucial role in identifying problematic assignments and partnering with schools to create better learning environments.

• Addressing this issue requires systemic solutions, not just blaming individual teachers.

Frequently Asked Questions

1. Is it ever appropriate for a homework assignment to include racial slurs or stereotypes?

This depends heavily on context, grade level, and educational purpose. In K-12 settings, exposing students to racial slurs is rarely appropriate without extensive parent notification, clear educational justification, and a trained facilitator. Even then, alternatives like using historical documents with slurs redacted or focusing on historical context without direct exposure may be preferable. The Manteca school district concluded that the assignment in question was “neither aligned to state grade-level standards, nor was age-appropriate”.

2. How can teachers address historical racism without causing harm?

Teachers should:

• Provide advance notice to parents

• Center the perspectives of those who experienced oppression

• Avoid requiring students to adopt the perspective of oppressors

• Focus on historical analysis rather than role-play

• Ensure materials are age-appropriate

• Be prepared to support students who may be triggered 

3. What should I do if my child receives a racist homework assignment?

First, document the assignment. Then, approach the teacher with questions—seek to understand the educational objective. If unsatisfied, escalate to the principal or district. Advocate for your child while seeking constructive solutions rather than just punishment.

4. Are certain subjects more prone to problematic assignments?

History and social studies are common areas, as teachers grapple with how to address difficult historical topics. English/language arts may also be problematic when selecting texts or prompts that rely on stereotypes. Math and science can be less obvious but may perpetuate bias through examples and problem contexts.

5. How can I tell if an assignment is truly racist or just poorly worded?

Consider: Does the assignment reinforce negative stereotypes? Would a student from a marginalized group feel targeted or diminished by the assignment? Does it treat all perspectives as equally valid when some involve oppression? Does it ask students to defend or justify harmful actions? These questions can help distinguish between well-meaning but problematic assignments and those with genuinely harmful intent.

6. Do homework assignments really affect students’ grades that much?

Yes. Research shows that homework and “employability” points (participation, behavior) can significantly impact final grades, and there are statistically significant differences in homework scores between racial groups. For example, in one study, Hispanic students scored 18.74% lower in homework than Asian students. These disparities can shape students’ academic trajectories.

7. Should homework be eliminated entirely to avoid these issues?

Some educators and researchers have argued for eliminating homework points from final grades, suggesting that “final grades should be fair, equitable, and useful to students, parents, and teachers” and that homework-based grading can perpetuate inequities. However, homework itself can serve legitimate educational purposes when designed appropriately.

8. What training do teachers receive on these issues?

This varies widely. Some education programs include extensive training on culturally responsive pedagogy, while others provide minimal coverage. Ongoing professional development is often insufficient. Research shows that many teachers’ views on homework are shaped by their own cultural backgrounds and assumptions.

9. How do other countries handle this issue?

Research comparing teachers in England and Sweden found significant differences in how teachers viewed homework equity. In Sweden, half the teachers spoke against homework, arguing that variation in home background would “compromise principles of equity,” while English teachers generally saw homework as unproblematic. This suggests that national educational cultures play a role.

10. What’s being done at the policy level?

Some states and districts are implementing policies on culturally responsive education and equitable grading practices. However, approaches vary widely. Advocacy from parents and community groups continues to drive many reforms.

Sources

1. “8th grade parents outraged over ‘racist’ homework assignment.” WOAI, 2021. https://www.news4sanantonio.com/news/nation-world/8th-grade-parents-outraged-over-racist-homework-assignment

2. “Race/Ethnicity Stereotypes Considerations/Examples.” ERIC. https://files.eric.ed.gov/fulltext/ED384723.pdf

3. Griffin, R., & Townsley, M. (2022). “Including homework and employability skills in class grades: An investigation of equitable grading outcomes in an urban high school.” Practical Assessment, Research, & Evaluation, 27(27). https://scholarworks.umass.edu/pare/vol27/iss1/27/

4. “Teachers’ Perspectives on Homework: Manifestations of Culturally Situated Common Sense.” Educational Review, 2022. https://eric.ed.gov/?id=EJ1356817

5. “Teacher placed on leave as YISD investigates claims of racist homework.” KFOX, 2017. https://kfoxtv.com/news/local/teacher-placed-on-leave-as-yisd-investigates-claims-of-racist-homework

6. “Bias in Career Education Materials / Bias in Social Studies Materials.” ERIC. https://files.eric.ed.gov/fulltext/ED222463.pdf

7. “Racial Hierarchy of Mathematical Ability.” Mississippi State University, 2013. https://scholarsjunction.msstate.edu/cgi/viewcontent.cgi?article=2566&context=td

8. “Hamilton, Ont. School Asks Kids To Roleplay Colonizers For History Homework.” HuffPost, 2020. https://www.huffpost.com/archive/ca/entry/hamilton-racism-homework-indigenous_ca_5ee7d87dc5b683f46151339a

9. “Florida ‘racist’ homework assignment infuriates students’ parents.” WHDH, 2015. https://whdh.com/news/florida-racist-homework-assignment-infuriates-students-parents/

10. “Red Flags in Educational Materials.” ACM Inroads. https://inroads.acm.org/article.cfm?aid=3397774

11. “School asks students to list ‘pros of slavery’.” Nine.com.au, 2018. https://www.nine.com.au/lifestyle/school-slavery-homework-task-sparks-outrage-20181105-p5pz3r.html

12. “(Re)Framing Teachers’ Family Engagement Practice as Cultural Work.” Pedagogy, Culture and Society, 2024. https://eric.ed.gov/?id=EJ1421271