This homeschooling paper/article was orginally written in 2006, while I was working on my degree (hence the academic tone and APA format). I’ve shared it with a few new homeschoolers since then, but this is the first time it’s been generally available. Because of the rigid format, I was only able to use a few of the many examples I have of successful homeschool graduates. There are so many. Anyway, enjoy the article and if you have comments, please share them.

Also, feel free to link and reference this, but please do not copy and paste it anywhere without permission. Thanks!

Homeschooling: A Viable Educational Option

by Shannon Stoltz

When it comes to education today, parents and teachers alike are looking for ways to meet the needs of all students. Children come to education with different learning styles and interests. According to the Multiple Intelligence Theory, introduced by Howard Gardner in 1983, students even have different intelligences – at least nine of them. Unfortunately, most traditional schools only cater to two of the nine intelligences and two of the three main learning styles.

In an effort to meet the educational needs of all children, educational reformers have called for more school choice, open enrollment, privatization, and magnet schools (Bippus, 2005). In the 1990’s, the charter school movement joined the educational options (US Charter Schools, n.d.). School administrators are calling for raising parental accountability (Bippus, 2005). School officials are looking for more and more ways to involve parents in their children’s education (Davis & Lambie, 2005 & Monteverde, 2005).

Homeschooling as an Option

While schools and reformists look for ways to involve families in the school environment, many parents willing to take an active role in their child’s education are looking to homeschooling as a means to adapt school to their child. Legal in all American states, home-based education allows parents to individualize their children’s education to meet the individual needs and learning styles of their children.

By eliminating the social distractions and generalized approach of a classroom, parent-educators are able to customize their children’s education based on learning styles, social needs (introvert/extrovert), family dynamics, and the child’s natural strengths and interests. A child with strong auditory skills may use music, audio books, or documentaries. Kinesthetic children may use clay, salt, or sand for language arts and manipulatives for math. Introverted and intrapersonal children may be given the time and space they need to absorb what they are learning. Active children may jump on a trampoline during recitation or do quiet activities while listening to a book read aloud.

Rather than learning in theoretical environments or in contrived controlled situations (like a classroom store or school garden), homeschoolers integrate learning into their everyday world and use real-world situations for learning. Homeschoolers are involved in their family businesses, learning entrepreneurial skills; plant home gardens and sometimes raise small livestock; and shop with their parents and on their own.

Because of their flexible schedules, homeschoolers take advantage of community resources to further their learning experiences. They take classes from local colleges or subject matter experts, obtain private tutoring, and volunteer in the community. Elisha Blankenship, a homeschool graduate and the associate producer of the Sean Hannity Radio Show, began volunteering in political campaigns at the age of eight, allowing her to participate in 25 political campaigns by the time she reached college (Igarahsi & Sweetman, 2006).

While in traditional schools, students are introduced to subjects at the same time. Homeschool students have the opportunity and the time to learn subjects when they are developmentally and emotionally ready. Students then progress at their own individual rate, taking the necessary time to understand a subject before moving on. Advanced students are not held up by other students and slower students are not left behind.

Parents as Educators

While the benefits of homeschooling are plentiful, parents often question their ability to teach their own children. Doubts are cast by those like Dennis Evans (2003), director of Educational Leadership programs at UC Irvine, who says that parents lack the skills needed to teach. While parents may need training to teach a classroom of 20-40 students, parents interested in teaching their own are capable of doing so.

Research shows that there is no correlation between a parent’s teacher certification and the [homeschooled] student’s academic performance (Ray, 2004). In fact, research shows that students are more apt to succeed when their social, emotional and academic development are fully supported by their families (Davis & Lambie, 2005; US Department of Education, 1997). Even the US Department of Education recognizes that parents need to help their children learn (US Department of Education, 1997).

For children to be successful in school, parents and families need to be actively involved in their children’s learning… In fact, many studies show that what the family does is more important to a child’s school success than how much money the family makes or how much education the parents have (US Department of Education, 2005).

When parents-educators need assistance, help is plentiful. Homeschool support groups exist for each of the 50 United States and in most developed countries. Online groups share ideas, challenges, and support with parent-educators from around the globe. Print and online publications dedicated to home-based education flourish. Books, home education conferences, and homeschool supply companies all provide opportunities for parent-educators to learn from veteran homeschoolers.

Socialization of Homeschoolers

The most frequent concern about homeschooling is socialization. Many opposed to homeschooling insist that a child cannot be properly socialized in a homeschool environment. Unfortunately, this misconception is opposite of the truth. As Lucinda Kennaley (1998), the mother of three homeschooled children, describes below, homeschoolers typically have more than enough opportunity for socialization.

The experience of a homeschooled child doing lessons is not at all like the solitude of an otherwise-schooled child completing homework alone at night. In homeschool, there are co-ops for everything from science, math and environmental studies to physical education and art. There are baseball get togethers, chess clubs, field trips, study groups and reading clubs. Homeschoolers participate in dance, music, gymnastics, scouts and 4-H with school kids, as well as plays, horseback riding, reading groups, library programs, college classes, debates and more with otherwise-schooled kids and always-schooled others. Since most of these activities involve other people, parents are hard pressed to control the socializing that naturally occurs (Kennaley, 1998).

Not only are homeschoolers typically involved in extracurricular and faith-based activities, they are also involved in civic and volunteer activities, exposing them to a cross-section of age and cultural groups. Research shows that homeschoolers are significantly more civically active than their public-schooled peers (Ray, 2003). According to a research study of adults who were homeschooled for five or more years, previously-homeschooled adults “were very positive about their homeschool experience, actively involved in their local communities, keeping abreast of current affairs, highly civically engaged, …tolerant of others’ expressing their viewpoints…” (Ray, 2004).

Today, successful homeschoolers are so integrated into the fabric of our lives, we often are not aware that they were homeschooled. Household names like Florence Nightingale, Thomas Edison, and Ansel Adams were all homeschooled (Ferris, 2006). Homeschool graduate, Christopher Paolini authored the bestselling novel, Eragon and spent a year promoting reading to children (Frank, 2004). Drew Colfax, one of three homeschooled brothers accepted to Harvard in the 1980s, completed both medical school and law school and is now an attorney in Washington D.C. fighting for fair housing (Relman & Associates, n.d.).

While not all homeschool students become famous, the impact of homeschooling definitely makes a positive mark. Ansel Adams wrote “I trace who I am and the direction of my development to those years growing up in our house on the dunes, propelled especially by an internal spark tenderly kept alive and glowing by my father” (as cited, Ferris, 2006). Parents who are willing to keep that spark alive and take responsibility for their children’s education should consider homeschooling as a viable option.

References

Bippus, Stanley. (2005, Nov). Raising accountability for parents too. School Administrator, 49.

Davis, Keith M & Lambie, Glenn W. (2005, December). Family Engagement: A collaborative, systematic approach to middle school counselors. Professional School Counseling, 144-151.

Evans, Dennis L. (2003, September 3). Home is no place for school. USA Today, p. 11a.

Ferris, Michael. (2006, January). Meet Famous Homeschoolers. Transcripts retrieved February , 2006 from HSLDA.org website: http://www.hslda.org/docs/hshb/65/hshbwk2.asp

Frank, Barbara. (2004, May 24). Christopher Paolini and Eragon: A Homeschool Success Story. Retrieved from A to Z Home’s Cool Homeschooling website: http://homeschooling.gomilpitas.com/articles/052504.htm

Kennaley, Lucinda. (1998). The truth about homeschooling and education. Retrieved January 29, 2006 from the National Home Education Network website: http://www.nhen.org/nhen/pov/editors/default.asp?id=158

Igarashi, Jenefer & Sweetman, Tim. (2006, Winter). Homeschool Success Story: Elisha Blankenship. The Old Schoolhouse Magazine, pg. 72-74.

Monteverde, Daniel. (2005, August 15). Teachers urge parental help. New Orleans CityBusiness, p. 12A.

Ray, Brain. D. (2003) Homeschooling grows up. Retrieved January 29, 2006 from http://www.hslda.org/research/ray2003/Socialization.asp

Ray, Brian D. (2004, Fall). Homeschoolers on to college: what research shows us. Journal of College Admission, 5-11.

Relman & Assoicates. (n.d.). Our Practice. Retrieved February 9, 2006 from http://www.relmanlaw.com/practice.html

US Charter Schools. (n.d.). History. Retrieved January 29, 2006 from US Charter School website: http://www.uscharterschools.org/pub/uscs_docs/o/history.htm

US Department of Education. (1997). Family involvement in children’s education: Successful local approaches. Retrieved January 29, 2006 from US Department of Education website: http://www.ed.gov/pubs/FamInvolve/execsumm.html

US Department of Education. (2005). Helping your child succeed in school. Retrieved January 29, 2006 from the U.S. Department of Education website: http://www.ed.gov/parents/academic/help/succeed/index.html

Copyright 2006 Shannon Stoltz

Shannon Stoltz is a work-at-home, homeschooling mom to four fun kids. As a writer and consultant, Shannon balances homeschooling with work, juggling the roles of wife, mother, teacher, and business person. She embraces living life with her family and thoroughly enjoys raising responsible children who love to explore their world. Shannon can be reached at www.shannonstoltz.com or www.workathomehomeschoolingmom.com

Socialization of homeschoolers tends to be a big sticky point for too many people. As a homeschooler, I really consider it a non-issue (esp. on the days when my house is overrun with kids or I’m being a taxi driver for the kids).

However, a couple years ago, while working on my degree (yes, while working & homeschooling too), I decided to look into what the research really says about the socialization of homeschoolers for a class project.  While I’ve shared this with others in the past, this is the first time it’s been published.  I look forward to your comments. 

Note: Feel free to reference it and link to it, but please don’t copy and paste it anywhere else. It is protected under US Copyright laws. (many thanks!)  

Socialization of Homeschoolers
By Shannon Stoltz

For over a century, public education has played a key role in the socialization of Americans. With five generations of Americans educated and socialized in a public forum, many believe that socialization skills can only be built in a traditional classroom (Medlin, 2000). However, a segment of the population disagrees.

Homeschoolers, a growing number of privately educated students whose parents or guardians are their primary educators, are not exposed to the socialization techniques of a traditional classroom. Without the classroom exposure, can homeschoolers’ gain the socialization skills needed to succeed in society and to effective citizens? According to the research, yes, homeschoolers are gaining the socialization skills they need as well as or – in some cases – better, than their traditionally schooled peers.

What is Socialization?

“What about socialization?” or “Aren’t you concerned about socialization?” are questions often posed to homeschooling families. Even those who believe in the academic merits of home schooling raise the socialization concern. But what does socialization mean?  To some, socialization is exposure to other people and other children (Medlin, 2000). Others refer to teaching children to conform to social norms (Medlin, 2000).

According to Richard Medlin (2000), who reviewed dozens of research papers on the topic of homeschooling and socialization, the best definition of socialization is “‘the process whereby people acquire the rules of behavior and systems of belief and attitudes that equip a person to function effectively as a member of society.’” In essence, a properly socialized individual knows how to behave as a member of society and can function well in society.

Attitudes and Beliefs regarding the Socialization of Homeschoolers

Homeschoolers in general consider socialization a non-issue. Some believe that the negative influences and peer pressure found in a traditional school environment leads to poor self-esteem and negatively influences the child’s ability become an effectively functioning adult (Medlin, 2000). Most homeschooling families feel that their children have ample opportunity to gain needed social skills through their interaction in the various clubs, activities, sports, and music lessons they attend and by the fact that homeschooled children spend more time out in the real-world interacting with people of all ages than do their children’s traditionally-educated peers (Ensign, 1998; Kunzman, 2005; Medlin, 2000; Ray, 2004).

However, socialization of homeschoolers is a common concern for others.  In 1996, the American Psychological Association published opinions of educational psychologists about homeschooling (Medlin, 2000). The prevalent view was that homeschoolers would have little chance to form their own views separate from their parents and would be unable to value “what society as a whole” values (Medlin, 2000). The psychologists believed that homeschooling sheltered students and would prevent students from learning “cooperation, respect for others, and self-control” (Medlin, 2000).

Most homeschooling families are “committed to providing positive social experiences for their children” (Medlin, 2000). Homeschoolers feel that valuable skills such as cooperation, respect, and self-control are best learned “under the auspices of family” and in a “secure, positive environment” (Medlin, 2000). Homeschooling families believe that their children benefit from the “relationships both inside and outside the family” and that their children’s social skills develop well in a wider environment than a classroom provides (Medlin, 2000).

Yet, doubt still exists, especially among public school officials. A study conducted in the early 1990’s showed that 92% of public school superintendents believed homeschoolers received inadequate socialization (Medlin, 2000). The superintendents explained their concerns were that parents were keeping their children isolated and ignorant, keeping them anti-social (Medlin, 2000). Ironically, some homeschoolers believe that the institutionalized environment of a traditional classroom can make students “dependent, insecure or even, anti-social” (Medlin, 2000).
 
While homeschooling has grown and become more mainstream since the 1995 survey, a more current survey of Indiana school superintendents (completed in 2004/5) revealed that socialization is still a major issue superintendents have against homeschooling (Kunzman, 2005).  Today’s superintendents are still concerned about the influence parents have over their children and the homeschooled child’s ability to become their own person with their own views separate from their parents (Kunzman, 2005). 

Rob Reich (2002) is also concerned about homeschool children’s ability to become autonomous –that is, separate from their parents, able to think for themselves, and lead their own lives (Kunzman, 2005).  The fear is that homeschooling parents develop their children entirely in their own image and without the capacity to think for themselves (Kunzman, 2005). Reich (2002) proposes that because homeschoolers are under the control of their parents and are subject to parental control and viewpoints, homeschooled students are unable to gain the “exposure to diverse ideas and people” needed to become good citizens.  Reich (2002) claims in order to become a good citizen, students must be exposed to situations, materials, and ideas that are not selected by their parents. 

Yet, for Reich’s (2002) concern, he also notes that part of homeschooling parents’ influence and example is their activity in political and support organizations.  Reich (2002) agrees with Medlin’s conclusions that homeschooling parents are committed to providing their children with opportunities to interact with a diverse group of people and gain exposure to a wide variety of ideas. Reich (2002) even admits that he has “met many homeschooled students who are better prepared for democratic citizenship than the average public school student.”

What Does the Research say? 

A variety of studies have been conducted over the last twenty years to ascertain the effectiveness of homeschoolers’ socialization. Medlin’s (2000) review and analysis of these studies showed that homeschoolers consistently score as well as, if not better than, traditionally schooled students. Research into how often homeschooled students come into contact with other people and the students level of activities disproved perceptions that homeschoolers are isolated (Medlin, 2000). Medlin explained:

“The research documents quite clearly [show] that home-schooled children are very much engaged in social routines of their communities. They are involved in many different kinds of activities with many different kinds of people. In fact, the flexible schedule and more efficient use of time homeschooling affords may allow home-schooled children to participate in more extracurricular activities than children attending conventional schools (2000).”

Other studies Medlin reviewed showed that homeschooled students were equal or better than their traditionally schooled peers in social development (Medlin, 2000). However, some studies have been criticized for not controlling variables such as parental income, education level, and other socio-economic factors (Kunzman, 2005).

One study by Shyers did however account for these factors (Medlin, 2000). Shyers studied 70 homeschooled children and 70 traditionally schooled children who were “matched in age (all were 8-10 years old), race, gender, family size, socioeconomic status and number and frequency of extracurricular activities” (Medlin, 2000).  Shyers found that there were no significant differences in self-concept and assertiveness between the two groups (Medlin, 2000). However, in anonymous studies of the groups of children interacting, Shyer’s trained observers found that the traditionally schooled children’s “mean problem behavior score was eight times higher” than the homeschooled children (Medlin, 2000). According to Medin (2000), “Shyers  described the traditionally schooled children as ‘aggressive, loud, and competitive’ while the home-schooled children ‘played well together, cooperated in the group interaction activity, and were quiet’.”

While Medlin (2000) admits that social behavior is complex and the research on homeschooling and socialization is still relatively young, after reviewing the various research studies, he concluded:

“Home-schooled children are acquiring the rules of behavior and systems of beliefs and attitudes they need.  They have good self-esteem and are likely to display fewer behavior problems than do other children. They may be more socially mature and have better leadership skills than other children as well. And they appear to be functioning effectively as members of adult society (2000).”

Jacque Ensign (1998) agrees that homeschoolers are functioning at or above social levels of their traditionally schooled peers.  In a seven-year longitudinal study of 100 home-schooled students with regular and special needs (either learning disability or giftedness), Ensign (1998) found that home-schooled special education students “defied traditional stereotypes of special education students.” Traditional stereotypes for learning disabled students include a high drop-out rate, and limited study, reading, and math skills (Ensign, 1998). The learning disabled students Ensign (1998) studied had a “good self-esteem”, developed “areas of expertise”, and were “respected for what they do, rather than known for what they do not do well” (Ensign, 1998).

Traditionally, gifted students underachieve, “develop negative self-images and negative attitudes towards school” (Ensign, 1998). However, Ensign (1998) found that the gifted students in her study not only achieved, but also had a good self-esteem, interacted with a wide variety of peers, and typically were in leadership positions with their peers.

Ensign (1998) found that the homeschooled students in her study were not taught with the “assumptions and techniques used by special educators”. Instead, the parent-eductors focused on “the whole child rather than the disability or extreme ability”, customized the child education to meet their individual needs, and were caring, patient, and respectful of the child, waiting until the child was ready to learn (Enign, 1998). Ensign (1998) concluded, “the educational outcomes for these homeschooled special education students are self-confident students…”

More recent research and evidence continues to support Shyers’, Medlin’s, and Ensign’s conclusions. In 2003, Brian D. Ray (2004) completed the largest research study of homeschooled adults to date, encompassing over 7,000 homeschooled adults, of which 5,254 had been homeschooled for seven or more years. Adults in this study were more active in community and civic affairs than the general population, were more apt to further their education through higher education and/or reading, and were tolerant of other viewpoints (Ray, 2004).

 
Traditional Schools v.s. Home

If research to this point shows that homeschoolers are effectively functioning in our society and are becoming good and active citizens, why the question, the concern?  Many who raise the concern believe that traditional school settings are the best ways to socialize today’s students, advocating that school is the best place to learn cooperation, self-control, respect, tolerance, freedom, and civic duty (Medlin, 2000; Reich, 2002). 

One common myth is that homeschooling isolates students, yet the research shows differently. Both Medlin (2000) and Kunzman (2005) addressed the possibility that the word ‘home’ in homeschooling is misleading. Instead of being isolated and detached from the world, homeschoolers are actually out interacting with the world, learning cooperation, self-control, respect, tolerance, and civic duty from not only their parents, siblings, friends, and family members, but also from the various individuals who coach their teams, lead their 4-H, scouting, and religious activities, and tutor them in specialized interests (Kunzman, 2005; Medlin, 2000; Ray, 2004).

Given that five generations of our society has been influenced by the public education system and most adults remember school as a predominant force in their lives, it is not surprising that we discount the other people and events that impacted our lives outside of school. Nor is it surprising that we forget that before public education was the norm, children were educated at home or privately and still became effective, functioning members of society.
While the socialization provided in traditional schools has a place, the research (and history) shows that the socialization process is not limited to the classroom. Today, homeschoolers are functioning in society (Kunzman, 2005; Medlin, 2000; Ray, 2004). Even Rob Reich (2002), who advocates that homeschooling parents weild too much control over their students education and socialization acknowledges that many homeschoolers are “better prepared” as citizens “than the average public school student.”

 
References

Ensign, Jacque. (1998). Defying the stereotypes of special education: homeschool students. San Diego, CA: Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED419318)

Kunzman, Robert. (2005). Homeschooling in Indiana: A closer look. Center for Evaluation & Education Policy Brief, 3(7)

Medlin, Richard G. (2000). Homeschooling and the question of socialization. Peabody Journal of Education, 75(1&2), 107-123

Ray, Brian D. (2004, Fall). Homeschoolers on to college: What the research shows us. The Journal of College Admission, 5-11

Reich, Rob. (2002). The civic perils of homeschooling. Educational Leadership, 59(7), 56-59.

Copyright 2006 Shannon Stoltz

Shannon Stoltz is a work-at-home, homeschooling mom to four fun kids. As a writer and consultant, Shannon balances homeschooling with work, juggling the roles of wife, mother, teacher, and business person. She embraces living life with her family and raising responsible children who love to explore their world. Shannon can be reached at www.shannonstoltz.com or www.workathomehomeschoolingmom.com