Compliance in Homeschooled Children

Hannah Meeks Sharick Stetson University Richard G. Medlin Psychology…

Strengthening the Ties that Bind

A book review of Family Ties: Relationships, Socialization, and…

Homeschooled Students’ Adjustment to College


complete title:
Emotional, social and academic adjustment to college: A comparison between Christian home schooled and traditionally schooled college freshmen

Scott White, Elizabeth Williford, John Brower, Terance Collins, Roman Merry, and Maryam Washington; Home School Researcher, 2007, Volume 17, Number 4, p. 1-7.

Home schooled students’ ability to successfully adjust to college life is one important criterion to demonstrate a positive outcome of home schooling. The present study compared . . . on the College Adjustment Scale. The mean scores of the two groups were compared across the nine CAS scales designed to measure emotional, behavioral, social and academic problems typically presenting to university counseling centers. The home schooled students scored significantly . . .

Keywords, descriptors, key terms: college, college adjustment, adults, socialization, academics, home schooling, homeschooling, home education, home-based education

Homeschooled Children’s Social Skills


The social skills scores of the homeschooled were consistently higher than those of public school students. “Differences were most marked for girls and for older children, and encompassed all four of the specific skills tested: cooperation, assertiveness, empathy, and self-control.” Gender differences were considered and found.

Richard G. Medlin, Ph.D., 2006, Volume 17, Number 1, p. 1-8

Social Development in Traditionally Schooled and Home Educated Children: A Case for Increased . . .


"Examines the factors that may contribute to the social development of children especially in regards to peer influence and parental involvement and monitoring. These effects are examined by looking at their influence across traditionally schooled and home schooled populations.


Michael S. Brady, Volume 15, No. 4, 2003, p. 11-18



Self-Esteem and Home Schooling Socialization Research: A Work in Progress

Challenges current thinking about the influence of self-esteem in home and conventional schools, presents problems with self-esteem as a measure of appropriate socialization by examining the history of this construct, reviewing empirical research on the subject, and noting the methodological concerns that accompany the use of this construct in research, and reviews the use of self-esteem within the home schooling literature
David J. Francis, Psy.D., and Timothy Z. Keith, Ph.D., Volume 14, No. 3, 2000, p. 1-9


Socialization and Home Educated Children: An Exploratory Study

"Examines views of homeschool parents who participated in a focus group. Attempts to extend the current research knowledge by examining how homeschooling parents view socialization. No attempt was made to define socialization, as commonly understood by laypersons or researchers, for the participants. Attempst to fuel further conversation about socialization as it applies, or does not apply, to educating children at home.



Bryan G. Miller, M.A.R., Volume 14, No. 2, 2000, p. 7-14







"What about socialization?"  The first question many parents encounter when they announce they will home educate their children is not about legality or certification but about socialization. The issue of socialization and, related to it, the development of self-esteem in home schooled children is perhaps the greatest concern of educators, courts, and laypeople alike..

Vicki D. Tillman, Vol. 11, No. 3, 1995, p. 1-6



It has been assumed by proponents and opponents of home schooling alike that the home schooled child, who spends little time in institutional school‑related activities with peers, encounters different types of opportunities for interaction with adults, peers, and other children than does the traditionally schooled child, who spends up to eight hours a day at school with peers..

April Chatham-Carpenter, Vol. 10, No. 1, 1994, p. 15-24




This paper borrows from the concepts of the "interactional" school of thought, which holds that communication is the means by which people create social reality.

Thomas C. Smedley, Vol. 8, No. 3, 1992, p. 9-16