Compulsory Education and Home Schooling

Pitman, Mary Anne

doi:10.1177/0013124587019003005

Cited by 17 publications

(5 citation statements)

References 1 publication

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“…Today’s homeschool families still do so not only for religious motives but also for myriad other reasons. These include the perceived negative cultural influence of the public school curriculum or the public school environment (Bates, 1991; NCES, 2006; Pitman, 1987), a desire to meet the special needs of a child or children (Lang & Liu, 1999; Mayberry, 1988), prior negative school experiences (Knowles, 1991), perceived negative peer influences in public school settings (Bates, 1991; Grubb, 1998; Marchant & MacDonald, 1994; Marshall & Valle, 1996), the desire to provide a better education (Bielick et al, 2001; Grubb, 1998; Marchant & MacDonald, 1994), and the perceived low quality of public education (Bielick et al, 2001; Grubb, 1998; Marchant & MacDonald, 1994; Pitman, 1987).…”

Section: What Research Reveals About Homeschoolersmentioning

confidence: 99%

Homeschooling the Gifted

Jolly

Matthews

Nester

2012

Gifted Child Quarterly

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Homeschooling has witnessed a dramatic growth over the past decade. Included in this population are gifted and talented students, yet despite this growth there has been no appreciable increase in the research literature. To better understand the gifted homeschooling family, researchers interviewed 13 parents of homeschooled children their parents identified as being gifted. Four major themes emerged from the data: (a) parents know best, (b) isolation, (c) challenges, and (d) family roles. Findings reveal that these parents decided to homeschool only after numerous attempts to work in collaboration with the public school and that the mothers bore the primary burden of responsibility for homeschooling in these families. Though the move to homeschooling alleviated many of the issues experienced in public school, it brought a different set of challenges to these families. This exploratory study establishes a better understanding of why parents of gifted children ultimately decide to homeschool.

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Section: What Research Reveals About Homeschoolersmentioning

confidence: 99%

Homeschooling the Gifted

Jolly

Matthews

Nester

2012

Gifted Child Quarterly

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“…Given that many home school parents are suspicious of social research, which in their perception could be used to curb their fundamental right to control the education of their children (Harris and Fields, 1982;Lines, 1985), we were satisfied with obtaining a 35% response rate. The variety of distribution techniques used resulted in participation by families whose orientations to home schooling were similar to those identified by other home school researchers (e.g., Wartes, 1987;Van Galen, 1986;Pitman, 1987). From this data four categories of home school parents were identified: religious, sociorelational, academic, and New Age.…”

Section: The Oregon Studymentioning

confidence: 54%

Family unity objectives of parents who teach their children: Ideological and pedagogical orientations to home schooling

Mayberry

Knowles

1989

Urban Rev

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“…While yielding important information about motivations for homeschooling, the categories used in the surveys cited above remain quite broad, and therefore allow for a multitude of interpretations (Isenberg, 2007, p. 399). Scholars have offered several labels to refine our understanding of the motivations for homeschooling (e.g., Bielick, Chandler, & Broughman, 2001; Collom, 2005; Green et al, 2007; Ice et al, 2011; Isenberg, 2007; Knowles, 1991; Lange et al, 1999; Mayberry, 1989; McDowell, Sanchez, & Jones, 2000; Pittman, 1987; Van Galen, 1991). What clearly transpires from a review of this literature is that the motivations of homeschooling parents do not lend themselves to easy and neat classifications.…”

Section: African American Motivations For Homeschoolingmentioning

confidence: 99%

African American Homeschooling and the Quest for a Quality Education

Mazama

Lundy

2013

Education and Urban Society

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Academic interest in homeschooling has increased over the last decade, as what was once perceived as a marginal development, has, in fact, turned into a significant and growing phenomenon. There has been, in recent years, a noticeable surge in African American involvement in the homeschooling movement as well. However, there continues to be a general paucity of research on the motivations of homeschooling Black parents. It is the purpose of this essay (a) to present empirical evidence regarding African American motivations for homeschooling; and (b) to explore in depth one of the main reasons why African Americans increasingly choose to educate their children at home, namely, African American discontent with the poor quality of the education available in American schools, both public and private. While discontent with the quality of education is also commonly cited by other ethnic groups, the African American definition of a satisfactory education stands out, as it is articulated within the context of a racially exclusive and discriminatory society, and often includes demands for cultural and historical relevance.

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Compulsory Education and Home Schooling

Cited by 17 publications

References 1 publication

Homeschooling the Gifted

Homeschooling the Gifted

Family unity objectives of parents who teach their children: Ideological and pedagogical orientations to home schooling

African American Homeschooling and the Quest for a Quality Education

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