Unsocialized Homeschooled Child On Board: An Annotated Bib

unsocialized Home Schooled Child On Board: An Annotated Bib

MLA Heading Unsocialized Home Schooled Child on Board: An Annotated Bibliography Bradley, Reb. "Crisis in Homeschooling: Exposing Major Blind Spots of Homeschoolers." The Virginia Home Educator Fall 2011: 8-12. Print. The author is a minister, speaker, and a homeschooling parent. This article documents the author’s struggles and disappointments raising his children in a control-oriented home. He encourages parents to see their children as individuals and find happiness with the people they are versus a “project” to complete. The author uses several examples, including his own, of a child seen as the “perfect” homeschooled child, but then turns away from the core value system of the parents after age 18. He gives examples of his own failures or “blind spots” and why he now wishes he had appreciated his children for who they were instead of whom he wanted them to be. Today, homeschooling families struggle with some of the same criticisms as the author.

The author offers homeschooling families a change in parenting and teaching approaches. This supports my argument by showing that homeschooling parents are capable of self-redirection and correction to criticism rather than merely being defensive. I will use this article to demonstrate how homeschooling families share experiences and information to improve homeschooling and socialization.

The Washington Times, "German Horror Tale." The Washington Times, 27 Feb. 2007. Web. 13 Sept. 2011. This news article reports how the German government punishes homeschooling families; issuing fines, imprisonment, and even placing a girl in psychiatric care because she was homeschooled. Homeschooling was outlawed in Germany in 1938 and the law remains today. The article discusses how the UN restricts parental rights under Article 29 of the U.N. Convention on the Rights of the Child, using Belgium as an example. It suggests support among some for adopting Article 29 into U.S. law, which could threaten homeschooling freedoms. The article portrays a perspective against homeschooling, emphasizing government and societal control over children's socialization.

I will use this article to exemplify the differing definitions of “socialization” held by various groups, especially in regard to homeschooling. It highlights concerns about government influence and the potential loss of freedoms in the U.S.

Hicks, Marybeth. Bringing up Geeks: How to Protect Your Kid's Childhood in a Grow-up-too-fast World. New York: Berkley Trade, 2008. Print. This book is aimed at parents, encouraging them to raise children as “the new cool,” by embracing the identity of “geek.” The author, a mother and columnist, shares her family’s experiences to show how parents can help children develop positive self-image and resist rushing into adult behaviors. She discusses children seeking adult-like experiences and behaviors to be considered “cool,” which can lead to risky behaviors. She advocates for allowing children to be children, engaging in age-appropriate activities to foster confidence and identity, thus reducing the desire to seek validation from adult peers or media.

Though not a homeschooling parent, the author’s ideas align with homeschooling principles—raising children with balanced socialization and fostering healthy identity development. I will use this book to support my argument that both homeschooling and non-homeschooling parents share concerns about socialization and childhood development, emphasizing the importance of age-appropriate experiences to prevent negative peer influences.

Khadaroo, Stacey Teicher. "N.H. Case: Can a Divorced Parent Veto Homeschooling?" Christian Science Monitor, 6 Jan. 2011. Web. 8 Sept. 2011. This article discusses a court case in New Hampshire where a father seeks to remove his daughter from homeschooling due to concerns about socialization and exposure to religious beliefs. The court initially ruled that the home education did not adequately promote socialization, mandating the child’s enrollment in public school. The case is on appeal. Despite the girl’s academic success and teachers' evaluations, the court focused on the father's concerns about religious influence and social exposure, reflecting legal biases against homeschooling’s social aspects. The case illustrates conflicts between parental rights, legal standards, and perceptions of socialization in homeschooling.

This case supports my argument by highlighting how some legal systems view homeschooling as potentially harmful to socialization, emphasizing the need for regulation and oversight. It allows me to discuss varying perspectives on the socialization of homeschooled children and the legal challenges they face.

Medlin, Richard G. "Home Schooling and the Question of Socialization." Peabody Journal of Education 75 (2000): 107-23. Web. 10 Sept. 2011. This scholarly article reviews research comparing homeschooled children with those in traditional schools, focusing on socialization. The studies from the 1980s and 1990s suggest that homeschooled children have equal or greater civic participation and social awareness. Despite the findings, the stereotype persists that homeschooled children lack proper socialization. The article questions why this view endures, given research evidence to the contrary, and discusses variations in definitions of socialization depending on cultural and ideological perspectives. It supports my claim that homeschooling does not hinder social integration and challenges misconceptions about social deficiency.

I will use this source to argue that homeschooled children are socially competent and capable of meaningful societal participation. It also helps me address the broader debate over what constitutes “proper” socialization, emphasizing the role of definitions and biases.

Peterson, Paul E. Saving Schools: From Horace Mann to Virtual Learning. Cambridge: Harvard University Press, 2010. Print. This book traces the history of educational reform, highlighting key figures like Horace Mann and Dewey, and explores current trends such as virtual learning. The author discusses how technological advances are transforming education through personalized learning plans and online resources. The historical overview provides context for understanding societal and ideological views on education and socialization. The book suggests that different groups attribute various meanings to the term “socialization,” influenced by their educational philosophies. I will use it to offer historical insights on how socialization has been conceptualized and how technology shapes modern educational practices.

This book will support my discussion on how perceptions of socialization differ across time, context, and ideology. It will also serve as a reference for the potential of virtual learning as an alternative or complement to homeschooling.

Ross, Catherine J. “Fundamentalist Challenges to Core Democratic Values: Exit and Homeschooling.” William and Mary Bill of Rights Journal. This essay, by a law professor, argues that homeschooling can threaten democratic values by fostering insular communities that may lack tolerance for differing ideas. The author criticizes the narrow views of some homeschoolers and the insufficient regulation that could compromise citizenship development. She cites legal cases, including the New Hampshire case, supporting increased oversight. While the author’s stance is critical, understanding her perspective helps to frame the legal and social debates surrounding homeschooling and socialization in terms of civic responsibility and diversity of beliefs.

I will use this source to illustrate concerns about social tolerance and civic integration in homeschooling, as well as the debate over appropriate regulation to ensure socialization aligns with democratic values.

Scaccia, Jesse. "The Case Against Homeschooling." Teacher, 30 May 2009. Web. 25 Aug. 2011. This teacher’s blog criticizes homeschooling, listing reasons why some educators believe it hampers socialization and learning. The tone is informal and opinionated, expressing strong negative feelings toward homeschooling’s impact on social skills and social development. While subjective, the article reflects the perspective of many teachers and educators, especially in the context of classroom social dynamics. I will use this article to present the opposing viewpoint that there are concerns among teachers about socialization and to acknowledge the controversy surrounding homeschooling.

It serves as a counterpoint to my argument, allowing me to address the challenges and perceptions from the educational community regarding home education and social skills development.

Van Pelt, Deani A., Patricia A. Neven, Doreen J. Allison, and Doreen J. Allison. "Fifteen Years Later: Home-Educated Canadian Adults." hsdla.ca.org, 2009. Web. 14 Sept. 2011. This research review examines a longitudinal survey of Canadian adults who were homeschooled, comparing their social, occupational, and religious outcomes with those of traditionally schooled peers. The findings indicate that homeschooled individuals participate actively in society, hold meaningful jobs, and maintain religious beliefs, with many even more engaged than their publicly schooled counterparts. The study addresses skepticism about homeschooling’s socialization effects and provides evidence supporting positive social outcomes.

This study supports my thesis that homeschooled adults are well socialized and successfully integrated into society. It will strengthen my argument with cross-national evidence and highlight the importance of evaluating socialization beyond superficial metrics.

Virginia Department of Education. "For Students and Parents: Home Instruction." n.d. Web. 10 Sept. 2011. This official state government website provides information on regulations, procedures, and requirements for homeschooling in Virginia. It includes details on notification procedures, legal compliance, and resources for home educators. I will cite this to illustrate how state regulations help support and structure homeschooling, demonstrating that homeschooling is an organized, legally recognized option and that compliance involves understanding specific laws. This will reinforce my point that homeschooling is a regulated activity that can fulfill social and educational standards.

Paper For Above instruction

Homeschooling has become an increasingly prevalent alternative to traditional education, raising significant debates about socialization and societal integration of homeschooled children. Critics argue that children educated at home may lack sufficient social skills, while proponents contend that homeschooling can result in well-rounded, socially competent individuals. A variety of sources—ranging from scholarly articles, case law, books, to news reports—highlight contrasting perspectives and shed light on the socialization issue from multiple angles.

Reb Bradley’s article, "Crisis in Homeschooling," offers an introspective critique from a homeschooling parent and leader who acknowledges past shortcomings. His honest reflection on controlling home environments reveals that parents can learn to see their children as individuals, promoting healthier social development. His insights support the idea that homeschooling, if approached mindfully, can foster social competence. This perspective counters stereotypes implying that homeschooling inevitably results in social isolation. Instead, it emphasizes the importance of parental awareness and adaptability, positioning homeschooling as a flexible educational choice capable of nurturing social skills within the family unit (Bradley, 2011).

Conversely, concerns surfaced in "German Horror Tale," which discusses how authoritarian policies in Germany severely restrict homeschooling freedoms—punishing families and curtailing parental rights. This article underscores how different societal values influence perceptions of socialization; in some cases, government and international laws prioritize societal conformity over individual freedom. The depiction of legal measures against homeschooled children illustrates fears that homeschooling may be associated with social disengagement or ideological insularity if left unregulated (The Washington Times, 2007). These concerns reflect broader anxieties about maintaining societal cohesion and the role of state oversight in social education.

Marybeth Hicks' "Bringing up Geeks" complements this debate by emphasizing the importance of balanced childhood development. She advocates for allowing children to enjoy their formative years without premature adult responsibilities, encouraging age-appropriate activities. Although not a homeschooling advocate herself, Hicks’ emphasis on nurturing positive identities echoes homeschooling goals of fostering individuality and social competence through varied experiences (Hicks, 2008). Her work supports the notion that socialization encompasses more than mere interaction—it includes nurturing resilience, self-esteem, and healthy peer relationships.

The legal complexities surrounding homeschooling are highlighted in Khadaroo's report of a New Hampshire court case where a judge mandated the child's enrollment in public school due to perceived social deficits. Despite the child's academic success and positive teacher evaluations, concerns about religious influence and social exposure outweighed evidence of scholastic achievement (Khadaroo, 2011). This case illustrates societal skepticism and legal biases against homeschooling, framing socialization as a responsibility primarily fulfilled within public schooling systems. It underscores ongoing legal debates about where and how social skills are best cultivated.

Empirical research provides valuable insights; Medlin’s "Home Schooling and the Question of Socialization" reviews studies demonstrating that homeschooled children often exhibit equal or superior social skills compared to their publicly schooled counterparts. The research indicates that socialization is not inherently lacking in homeschooling, but rather depends on the quality and context of interactions provided—countering widespread misconceptions (Medlin, 2000). Furthermore, the Canadian longitudinal study by Van Pelt et al. finds that adult homeschooled individuals participate actively in civic and religious communities, reinforcing the argument that homeschooling can produce socially integrated adults (Van Pelt et al., 2009).

Historically, Peterson’s "Saving Schools" traces how perceptions of socialization have shaped educational reforms from the 19th-century reformer Horace Mann to modern virtual learning. The book notes that definitions of socialization are often influenced by ideological perspectives. It suggests that technology-enhanced education can complement traditional homeschooling by providing diverse social experiences through online interactions and community involvement (Peterson, 2010). This historical context enriches the current discourse by illustrating how socialization has been understood and prioritized differently across eras.

Critical voices like Ross' essay express concerns that homeschooling might hinder social tolerance and civics. She advocates for increased regulation to prevent insular communities from fostering intolerance or narrow worldviews. While her perspective is more aligned with legal and civic concerns, it emphasizes that socialization is multifaceted, involving civic responsibility and exposure to diverse ideas (Ross, 2011). Recognizing these concerns helps to appreciate the need for a balanced approach in homeschooling regulations to support social development.

Jesse Scaccia’s blog post, "The Case Against Homeschooling," reflects the skeptical viewpoint held by many educators. His strong language and list of reasons articulate fears that homeschooling can weaken social skills and societal engagement. While his tone is provocative, it illustrates prevalent misconceptions and resistance among some teachers toward homeschooling. These perspectives highlight the necessity for ongoing dialogue and empirical research to dispel myths about socialization deficiencies in homeschooling (Scaccia, 2009).

Finally, the Canadian study reviewed by Van Pelt et al. provides promising evidence that homeschooling does not hinder societal participation. The study’s findings that many adult homeschoolers are actively engaged in civic, religious, and professional spheres challenge the stereotype of social inadequacy. However, limitations such as sample size and cultural differences suggest the need for further research. Nonetheless, this supports my thesis that socialization in homeschooling can be successful and that misconceptions often overlook the diversity of social experiences within homeschooling communities (Van Pelt et al., 2009).

In conclusion, the body of research and legal case examples underscore that homeschooling has the potential to produce socially competent individuals when approached thoughtfully. While concerns about socialization exist, they are often based on misperceptions or narrow definitions of social skills. Evidence from scholarly research, legal cases, and historical analysis suggests that homeschooling can provide rich social environments tailored to individual needs. Addressing societal and legal biases, as well as promoting diverse social experiences, will continue to shape the future landscape of homeschooling and socialization.

References

• Bradley, Reb. "Crisis in Homeschooling: Exposing Major Blind Spots of Homeschoolers." The Virginia Home Educator, Fall 2011, pp. 8-12.
• The Washington Times. "German Horror Tale." 27 Feb. 2007.
• Hicks, Marybeth. Bringing up Geeks: How to Protect Your Kid's Childhood in a Grow-up-too-fast World. Berkley Trade, 2008.
• Khadaroo, Stacey Teicher. "N.H. Case: Can a Divorced Parent Veto Homeschooling?" Christian Science Monitor, 6 Jan. 2011.
• Medlin, Richard G. "Home Schooling and the Question of Socialization." Peabody Journal of Education, 2000, pp. 107-123.
• Peterson, Paul E. Saving Schools: From Horace Mann to Virtual Learning. Harvard University Press, 2010.
• Ross, Catherine J. “Fundamentalist Challenges to Core Democratic Values: Exit and Homeschooling.” William and Mary Bill of Rights Journal, 2011.
• Scaccia, Jesse. "The Case Against Homeschooling." Teacher, 30 May 2009.
• Van Pelt, Deani A., Patricia A. Neven, Doreen J. Allison, and Doreen J. Allison. "Fifteen Years Later: Home-Educated Canadian Adults." hsdla.ca.org, 2009.
• Virginia Department of Education. "For Students and Parents: Home Instruction." n.d., accessed September 10, 2011.