Qualitative Perspectives of Homeschool Parents Regarding Perceived Educational Success

Authors

Michael W. Firmin, Cedarville UniversityFollow
Felisha L. Younkin, Cedarville UniversityFollow
Thomas A. Sackett, Cedarville UniversityFollow
Jacqlyn A. Fletcher, Cedarville UniversityFollow
Theresa M. Jones, Cedarville UniversityFollow
Erik A. Parrish, Cedarville UniversityFollow

Document Type

Article

Publication Date

3-2-2019

Journal Title

Journal of Higher Education Theory and Practice

First Page

44

Last Page

55

DOI

https://doi.org/10.33423/jhetp.v19i1.667

Abstract

A qualitative study of 15 homeschooling parents reported children’s educational success due to tailoring education to the specific needs of their children. Second, the parents indicated that significant parent-child bonding was an important outcome of the overall homeschool experience. Third, they were both keenly aware of homeschool-kid-stereotypes for lacking apt socialization—and the parents reportedly took deliberate steps in order to help foster this aspect of the children’s lives. We interpret the findings in light of active role construction for involvement and ecological systems theory, finding the parents’ high involvement in their children’s education to contribute to their academic success.

Keywords

Business, economics, management, psychology, education theory, homeschool

Recommended Citation

Firmin, Michael W.; Younkin, Felisha L.; Sackett, Thomas A.; Fletcher, Jacqlyn A.; Jones, Theresa M.; and Parrish, Erik A., "Qualitative Perspectives of Homeschool Parents Regarding Perceived Educational Success" (2019). Psychology Faculty Publications. 222.
https://digitalcommons.cedarville.edu/psychology_publications/222

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.