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AN EXPLORATORY STUDY OF THE REASONS PARENTS GIVE
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Mame Dibaba

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AN EXPLORATORY STUDY OF THE REASONS PARENTS GIVE_
FOR HOME SCHOOLING THEIR CHILDREN

BY

Mamo Dibaba

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1986

ABSTRACT
AN EXPLORATORY STUDY OF THE REASONS PARENTS GIVE FOR
HOME SCHOOLING THEIR CHILDREN
BY

Mamo Dibaba

In the United States, in the past five years, a number
of parents have taken their children from the public and
private schools in order to teach them at home. As a result
of their action many parents are facing court cases, and,
school districts are questioning this unconventional
behavior.

The concerns which led. a hundred parents in three
mid-western communities to decide to home school their
children are the focus of this research. A mail survey
questionnaire was. used to obtain data from the parents.
Fifty-eight families responded.

The main objectives of the study are to identify the
concerns which influenced the parents in their decision to
home school and to report those findings.

Empirical evidence from the responses revealed that
these parents have a set of concerns which led them to their
decision. The parents' concerns included issues about school

curriculum, issues about values, issues about peer pressure,

issues about methodology, issues about skill development,
and issues about the future of their children.

In general, the parents' concerns are eXpressed in a
mixture of sets of behavior. These included anxiety about
what might happen to their children, eagerness. to
participate in the educational process of their children,
and aspiration to see the future success of their children.

Since this is an initial exploratory research of the
home-schooling movement, it becomes obvious that further

research is necessary to understand it.

In memory of
Dibaba Letta, my father,

who taught me in an indirect way to be a

man and a father the way God intended.

ii

ACK NOWLEDG EMENTS

In the process of the preparation and the execution of
this study, aid and encouragement were given to me by
various organizations and people whom I would like to thank.

I am greatly indebted to the Almightly God of the Holy
Scriptures Who created me and made it possible for me to
function in this capacity.

My gratitude goes to Dr. Ted Ward, chairman of the
doctoral guidance committee, whose committment,
encouragement, and challenges have been helpful.

I appreciate Dr. Charles Blackman, a member of my
committee, for the key role he has played in helping
complete this work.

To Dr. Norman Bell, as a member of my committee and one
who has most graciously allowed me to use his facilities, I
express my appreciation.

I appreciate Dr. Frank Fear's contribution as a member
of my committee, and the help he has given me in refining
this work.

I appreciate the constant encouragement of my friend
Dr. Alemu Beeftu.

My appreciation goes to Mr. and Mrs. Dennis Smith and

Mrs. Shirley McGee of the organization INCH: to Dr. Pat

iii

Montgomery of Clonlara School; and to the home schooling
parents without whose co-operation this study could not have
been done.

I wish to express deep appreciation to the Leadership
Development Office under Dr. Esther Stine of The United
Presbyterian Church in the USA and to Mr. Paul HOpkins,
Liason Officer for Africa of the same, for their
contribution and encouragement toward my education.

Last but not least, my thanks goes to my family; to my
wife Nona, a true gift of God; to our children Amy, Letta,
and Gelan, and my wife's parents, Floyd and Lucille Fought,

who have understood my struggles and have been supportive.

iv

TABLE OF CONTENTS

LIST OF TABLES

I.

II.

INTRODUCTION

The Problem

Background

Purpose

Significance

Central Questions

The Subjects

The Questionnaire
Definition of Terms
Limitation of the Research

LITERATURE REVIEW

Social Change

Theories of Social Change

Transcendental Theories of Social Change
Christian Perspective
Buddhist Perspective
Islamic Perspective

Secular Theories of Social Change
Cyclic
Evolutionary
Structural-Functionalism
Marxist

Theory Models
Cyclical Model
Terminal Model
Linear Model
Spiral

Forces in Social Change
Individual
Diverse Cultures
Experience of Generations
Religious Conversion

School as an Instrument of Social Change

Page

viii

LITERATURE continued

III.

IV.

Functions of School from Two Perspectives
Main Stream Perspective
Marxist Perspective
Motivation and Social Change
Motivation from Instinctive Perspective
Social Learning of Motivation Interpretation
Cognition Theory of Motivation Interpretation
Set I Attribution
Set II Cognition and Emotion
Set III Cognitive Dissonance
Summary

DESIGN OF THE STUDY

Introduction
Source of Data
Study Population
Selection Process
Data Collection
The Instrument
Theoretical Background for Survey
Instrument
Data Collection Process
Data Analysis Process
Analytical Techniques
Statistical Techniques
Purpose of Tabular Summaries
Techniques of Content Analysis
Rationale for Analysis of ”Open-Ended“
Responses
Rationale for Particular Groupings
of Responses
Summary

ANALYSIS OF DATA AND DESCRIPTION OF FINDINGS
Introduction

Findings

Supplementary Statistical Tables

Summary of Statistical Findings

Summary

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Introduction

Summary of the Study Design
Summary of Findings
Conclusions

vi

VI.

VII.

APPENDICES

Appendix A Questionnaire
Appendix B Parent Focus Questions
Appendix C Child Focus Questions
Appendix D School Focus Questions
Appendix E Letter

Appendix F Letter

Appendix G Letter

Appendix H Correlation Questions
Appendix I Correlation Analysis
Appendix J Correlation of Average Response
BIBLIOGRAPHY

vii

124
129
131
132
134
135
136
137
138
140

142

Table
Table
Table
Table
Table

Table

Table
Table

Table
Table
Table
Table
Table

Table
Table

Table

LIST OF TABLES

1: School Curriculum Factors Influencing
Parents' Decision To Home School

2: Parents' Religious Values Influencing The
Decision To home School

3: Socially Perceived Negative Factors
Influencing Parental Decision To Choose
Home Schooling

4: Skill Transference As A Factor

5: Parents' Concerns For The Future Of
- Their Children

6: Negative Physical And Emotional
Experiences Of The Child As A Factor In
Choosing Home Schooling

7-A: Family Income (1984-85) And Financial
Expenditure For Home Schooling

7-B: Curriculum Source And Supplementary
Educational Resource

7-C: The Major Teaching Person

8-A: Parents' Educational Level And Type
8-B: Residence Location

8-C: Church Membership

9: Correlated Variables

lO: Correlation Indicators Of The Three
Variables

11: Questions With Highest Percentage Of
“Agree“ Responses

12: Questions With Highest Percentage Of
“Not-Applicable" Response

viii

Page
76

78

80
82

84

86

88

90
91
92
93
93

95

97

99

100

TABLES continued

Table 13: Questions With Highest Percent Of
”Disagree“ Response 101

Table 14: Issues And Frequency Of Parents'
Written Responses 102

ix

CHAPTER ONE
INTRODUCTION

Historically, all societies have had one form of
education or another to transfer the skills and values of
one generation to the succeeding one. In areas of the world
where industrial revolution did not take place, education is
still primarily natural, meaning the young learn from the
old by observation, imitation, and application. The
eXpansion of formal schooling in the industrialized
societies developed with the industrial revolution of the
19th century.

The United States has had a leading role in cultivating
and propagating formal education, both here and abroad, for
social, political, and economic change. This form of
education has been perceived as that which would enhance the
individual's potential and bring prosperity (Schultz,
1961):

A society fashioned in harmony with the
American democratic tradition would combat all
forces tending to produce social distinctions and
classes; repress every form of privilege and
economic parasitism: manifest a tender regard for
the weak, the ignorant, and the unfortunate: place
the heavier and more onerous social burdens on the
backs of the strong: glory in every triumph of man

in his timeless urge to express himself and to make
the world more habitable: exalt human labor of hand

and brain as the creator of all wealth and culture:
provide adequate material and Spiritual rewards for
every kind of socially useful work; strive for
genuine equality of opportunity among all races,
sects, and occupations; regard as paramount the
abiding interests of the great masses of the people:
direct the powers of government to the elevation and
the refinement of the life of the common man:
transform or destroy all conventions, institutions,
and special groups inimical to the underlying
principles of democracy; and finally be prepared as

a last resort, in either the defense or the

realizaton of this purpose, to follow the method of

revolution (Counts, New York: Day, 1932, p. 26).

The public school system in the United States has been
envied and copied by many nations. Since the sixties,
however, this public institution seems to have lost some of
the attention and reapect it previously' enjoyed. Major
national, regional, and local newspapers and journals are
now giving considerable attention to the home school
movement as an alternative to the existing educational
process. (Moody's Monthly, ”Before You Eflsmiss Home

Schooling,“ Vol. 84, March, 1984, p. 18).

THE PROBLEM

In the United States there 'are forty-three million
school-age children who are attending either public or
private schools (Grant and Biden 1980, pp. 14, 34, 51-61).
Recently parents of approximately one million children have
chosen not to send their children to either of these

institutions, but to home school them (Nisbet, 1982).

Some parents home school their children from the
beginning. Fifty-three nationally organized home schooling
organizations and seven international ones have sprung up to
meet their needs. Two of the national organizations are
based in. Michigan. These organizations are listed. by
Whitehead (1984, pp. 129-137). Parental decisions have been
felt financially. There has been approximately a two billion
dollar cut in the educational budget of the nation due to
parents pulling their children out of the system. This is a
calculation based on the fact that the average cost per
student per year, according to Teeter, is $2000.00 (1983, p.
131). As stated by Teeter, the average public school
pupil-teacher ratio is one to nineteen. Calculations based
on these figures show that about fifty thousand teachers
will be unemployed. From all indications, the home schooling
movement appears to be on the increase.

The Phi Delta Kappan editor writes the following:

Every home is a school, every parent a
teacher. The existence of a formal system. of
schooling outside the home in no way absolves
parents of their responsibility to guide and to
teach. For better or for worse, children bear the
indelible stamp of their upbringing long before
they are mustered into the schools.

If children learn the rudiments of reading,
writing, and counting before they reach
kindergarten, it's probably because of their
parents' efforts. If they learn instead that time
at home means time spent gazing blankly at the
televison, that too is a product of parental

guidance, or a lack of it. Learning begins at home
(Cole, p. 386).

Holt and Divoky look at home schooling and its impact
across America. Holt suggests that school districts should
support home schooling parents instead of being against them
(Phi Delta Kappag, Feb. 1983).

Most industrialized nations, whether they are in the
socialist or capitalistic ideological camp, use educational
institutions for the socialization and social control of
their people. In one sense, educational institutions are an
extension of the political function of the state. Many
educators, however, seem to think their function and
performance is apolitical (Bowles and Gintis, 1976).

Home schooling parents, by taking education from the
institution and returning’ it to the home, are :making a
political move.

Because of the political nature of home schooling
decisions in the United States, many parents are in court
responding to the school districts' charges. According to
the 1925 United States Supreme Court decision in "Pierce v.
Society of Sisters,“ the home schooling option is a‘
constitutional right. The Supreme Court held that:

. . . . The act of 1922 unreasonably
interfere with the liberty of parents and
guardians to direct the upbringing and education
of children under their control....The fundamental
theory of liberty upon which all governments in
this Union repose excludes any general power of
the State to standardize its children by forcing

them to accept instruction from public teachers
only. The child is not the mere creature of the

State: those who nurture him and direct his
destiny have the right, coupled. with the high
duty, to recognize and prepare him for additional
obligations (268 0.8. 510, pp.534-35).

Parents, by greater numbers, are reclaiming this right.

BACKGROUND

In the beginning, colonial America did not have public
education. Education was left to the parents. The
Constitution of the United States does not mention
education. Some private, formal education was conducted by
church organizations.

Rushdoony comments:

The family is man's first and basic school.
Parents have very extensively educated their child
before the child ever sets foot inside a school.
Moreover, every mother regularly performs the most
difficult of all educational tasks, one which no
school performs. The mother takes a small child,
incapable of speaking or understanding a word in
any language, and, in a very short time, teaches
the child her mother tongue. This is a difficult
and painstaking task, but it comes simply and
naturally in the family as an expression of the
mother's love and the child's response to that
love. At every stage of the child's life, the
educational function of the home is the basic
educational power in the life of the child
(Rushdoony, 1971, p. 79).

Public education tends to be mass teaching, whereas
home education is assumed to focus on the individual.
Virtually any and all education represents, consciously or

unconsciously, a particular religious or philosophical point

of view.

In colonial America home schooling was the major form
of education. The decision of how to educate one's children
and the substance of the curriculum was the right and
responsibility of the parents.

Since the emergence of the public school system,
parents have been, and continue to be, major supporters of
the system through the funding of schools and by playing
many key roles. They have contributed at all levels except
teaching in the classrooms. Parents have tended to accept,
with only a rare challenge what was taught, how it was'
taught, and the ultimate purpose of the schools. Schools
relieved parents of this one major parental
reSponsibility: teaching their children was up to teachers
in schools.

In the last few years there has been a change in the
way parents have looked at school. The pOpular book,
Megatrends, reported that over one million healthy
school-age children are being schooled at home (Naisbit,
1982, p. 144).

In a public statement on February 8, 1985, David A.
Kallman, an attorney handling home schooling cases in
Michigan, estimates that there are between 5,000 to 20,000
children being home schooled in that state. Many parents are

re-asserting their responsibility to educate their children

and are willing to challenge existing school laws to do so.
Because of home schooling, many parents are facing court
cases (e.g.) Wisconsin v nggr, 406 (0.8.), 205 (1972): thg
v Whisner, 351 (N.E.) 2 d 750 (1976): and Michigan v Ngbel,
s 791-0114-A (1979); see: Whitehead and Bird, 1984)

Several leading personalities in the home schooling
movement can be identified. John Holt was once a public
school teacher. However, over the past fifteen years he has
become a well-known critic of the existing formal school.
Holt has written a number of books. The thrust of Holt's
writings shows a concern for children and their learning. In -
his earlier days he was known as a public school reformer.
More recently he became a radical supporter of home
schooling:

Education, with its supporting system of
compulsory and competitive schooling, all its
carrots and sticks, its grades, diplomas, and
credentials, now seems to me perhaps the most
authoritarian and dangerous of all the social
inventions of mankind. It is the deepest
foundation of the modern and worldwide slave
state, in which most people feel themselves to be
nothing but producers, consumers, spectators, and
"fans,“ driven more and more, in all parts of
their lives, by greed, envy, and fear. My concern
is not to improve ”education" but to do away with
it, to end the ugly and antihuman business of
people-shaping and. let people shape themselves
(1976, p. 4).

Raymond S. Moore and his wife Dorothy' N. Moore,
through writing and speaking, have become widely-known

advocates of home schooling. The Moores believe that

emphasis on “Early Childhood Eflucation” (of which Project
Head Start is a part) is unnecessary and detrimental to the
child's intellectual, emotional, and social development.
They claim that most decisions concerning ”Early Childhood
Education” are made based on political and economic grounds
rather than established research knowledge about child
development.

In their book, School Can Wait (1979), Moore and Moore
cite many studies which do not support Early Childhood
Education programs. They write:

Although research indicates certain sequences '
of brain development, we do not yet know for sure
how they affect a child's learning potential in
relation to age. Nevertheless, multidisciplinary
research analyses in brain-related areas--visual,
auditory, tactile-kinesthetic, etc.-provide clues
to a relationship between maturity of the brain
and learning and behavior. Vision and hearing, for
example, are neuropsychological senses or
processes which emerge from the brain. The eyes
and ears are, in effect, extensions of the brain.
Learning activities that overload these senses may
therefore also produce stress of the central
nervous system (CNS). For example, much close work
by young children usually produces
nearsightedness. There is also some support for
the belief that anxiety level in school children
relates to the development of myopia (p.143).

The Moores do not seem to reject formal schooling, but
are at odds with most educators as to when it should begin.
As an alternative, they recommend home schooling done in an

informal way for the early development of the child's

intellectual, physical, social, emotional, and spiritual

growth.

The Moores work with the Hewitt Research Foundation
carrying out research on child development and curriculum
for home schools. They claim that:

l. Home schools are characterized by parents who
have enough concern for their children to take
on the task of systematically teaching them.

2. Parents provide a. partiality that young
children need, but schools cannot allow.

3. Children thrive on routines that involve a few
children who share the same family values.

4. The child in the home school daily experiences
from ten to a hundred times as many personal
adult-to-child responses as he would in a
formal school: such responses-along with adult
example-mean educational power far more than do

, books.

5. Without the all-day regimentation of the
classroom. the child becomes more of a free
explorer and thinker than a restricted
regurgitator of books, which to him are often
more barriers than facilitators of learning.

6. Parents who bring their children with them into
the responsibilities of the home turn out
independent, self-directed children (1982, p.
372).

The third individual is Bill Gothard, a Protestant
evangelist who leads a c0pyrighted seminar called ”Institute
in Basic Youth Conflicts" all across the nation. Gothard in
his "Advanced Leadership Guide“ addresses the issue of
education in terms of the parental reaponsibility. He has
declared his organization is in the process of developing a
comprehensive curriculum. The organization is now operating
a number of pilot projects in Michigan and Ohio on home
schooling. Gothard openly advocates home schooling by

parents as a fulfillment of the Bible's teaching (Gothard,

10

1983).

Lastly, James Dobson, a radio evangelist and a child
psychologist, has a wide audience he reaches through a daily
broadcast called ”Focus on the Family“ heard on Christian
radio stations. In this program, many family related
problems are discussed and solutions proposed. As part of
his family relationship building, he advocates parental
involvement in school work. By implication, he encourages
home schooling through his strong emphases on the
relationship between the parents and the children. He has
written several books to press his points.

Public and private schools, on their part, report
declining enrollment, cutting of the budgets, social
problems within the school systems, and violence in the
classrooms. Sixtnyinutes on CBS Television (February 1982)
and the article "Educational Reform: The Political Roots of
National Risk” (Curriculum Inquiry15:1, 1985) both

demonstrate these problems.

PURPOSE

The emphases of this study are: l) to identify the
reasons given by parents as to why they are home schooling
their children, and 2) to examine what they think they are

accomplishing through home schooling their children.

11

The primary purpose of this study is to discover the
specific reasons parents give for home schooling their

children.

SIGNIFICANCE

Although, in recent years home schooling has received
media attention, many research problems and questions remain
unanswered. One such question is, "How long should parents
home school their children for the best effects?" Another
one is, 'How do parents perceive the future? Are they
properly preparing their children to face their personal
challenges in later life?"

If children who have been home schooled are monitored
by longitudinal research, the adult success or failure will
provide clues about the value or detriment of their course
of study. Their ability to adjust to society as it is
outside the home, and to be self-supporting and useful
members in that larger system may be used as criteria for
comparison with the public- and private- schooled children.
Such research is needed (Moore, 1984).

Values are imparted by teaching. This study is designed
to identify the values parents intend to impart to their
children by the allocation of their resources and by

personal commitment. It is thought that by the example of

12

their use of time, energy, and money they will attempt to
transfer their value system to their children. Especially
within the home schooling environment conflicting values are
met with direct parental control and direction (Ward, 1981).
Because home schooling has only recently reappeared on
the U. S. educational scene, professional educators should

be able to gain new insights from this study.

CENTRAL QUESTIONS

The following questions are addressed in this study:‘

1. What common concerns over ordinary school
curriculum are related to the parents' decision
to home school?

2. What religious values have motivated parents to
chose home schooling?

3. What concerns about their children's social
life have motivated parents to choose home
schooling?

4. Do these parents have some specific skills
which they want to impart to their children
which motivated them to choose home schooling?

5. What is the academic aSpiration of these
parents for their children?

6. What are some of the physical and emotional

13

problems in their children which have motivated
parents to choose home schooling?

7. What are the specific actions taken by par
nts which show their commitment to home
schooling?

8. Are there any indicators in the backgrounds of
these parents which contribute to their

motivation for home schooling their children?

THE SUBJECTS

Descriptive methods were used to explore parents'
motives and practices.

Out of fourteen hundred families home schooling in
three ‘mid—western communities, one hundred. families were
randomly chosen as a sample. A questionnaire was sent to
each selected family.

Specifically, fifty of the families were from Community
A, thirty from Community B, and twenty from Community C.
Those surveyed from Community A were selected from the
local home-schooling organization. The home-schooling
parents representing Community B were selected from among
members in a different home-schooling organization. Those

selected from Community C were members of a branch chapter

14

of Community A home-schooling organization.

THE QUESTIONNAIRE

Initially, the questionnaire was developed to examine

five journalistic questions:

1. Who are the people home schooling?
. What are the things they are trying to do?
Why are they using this alternative?

When did they start home schooling?

U‘ fi u N
o

. Where are they living?

Seven further questions were used to seek out parents'

motives

of the
l.
2.

for home schooling. These questions formed the basis
questionnaire:

What motivated the parents to home school?

How do the parents see home schooling in
relation to their children's needs?

What is their strategy to meet these needs?
What goals have the parents envisioned?

What is the specific curriculum the parents are
using to help them attain their goals?

What are the activities the parents are
employing to fulfill their objectives?

What methods of evaluation are they using to

determine whether their goal is accomplished?

15

DEFINITION OF TERMS

1. Home schooling is a type of formal education
practiced by parents in their own homes.

2. Home schooled children are school-aged
children who are taught by their parents at
home.

3. Parental motivation includes any overt or
covert, reasons ;parents express for home
schooling their children. I

4. Curriculum includes decisions regarding what is
taught, how it is taught, when it is taught,
and the ultimate purpose regarding why it is

taught.
LIMITATIONS OF THE RESEARCH

Home schooling, as an area of educational scholarship,
does not seem to have developed a theoretical and practical
foothold in academic writings. One reason for this is the
dominant role of formal schooling in the United States.
Home-schooling, as a relatively newly re-discovered mode of
childhood education, is undergirded. by relatively little

scholarly literature. However, writings abound relative to

16

the parents' role in society, socio-economic factors
influencing the child's performance in school, and problems
in the present formal school.

Due to the sensitivity' of the topic, and the fear
people have of being charged. with violations of school
codes, the researcher was limited to a mail survey and other
indirect means of gathering data. The home-schooling
organizations, however, were of substantial help as
intermediaries. This meant the researcher had no control
over the dissemination of the questionnaires.

The mail questionnaire has a limitation in that the
respondents' interpretation of the questions are personally
perceived and the researcher is unable to explain the
questions.

This research involved three mid-western communities.

The findings do not necessarily indicate large-scale
generalizations of parents' motives for chosing home
schooling.

In the following chapters, the issue of why changes
occur, the sources of change, and the” behavioral level of
the individual's motivation for change will be examined
through the literature. An exploratory—descriptive approach
is used in this study in attempting to answer the preceding
questions. By focusing on the sampled home schooling parents

in the three communities, tentative conclusions will be

17

generated from the mail survey data as to why these parents
have chosen this mode of educating their children. Although
the main emphasis will be on the utilization of the
quantitative data, the intention is to describe the causes
for the parents' change in their educational social

practices.

CHAPTER TWO

Literature Review

Home schooling is an unconventional approach in
educating children in the United States. It is a change in
social behavior and practice. One aspect of the literature
review is to examine the reasons why social change occurs.
This includes the theories of social change in historical
perspective, the forces which work within those theories,
and the school institution as an instrument of social
change.

Having looked at theories of social change and forces
within those theories, the review will then be directed to
social change on the individual level. In the second
section of the literature review, motivation as a factor in
an individual's behavior in terms of social change, will be
addressed. In both cases, the individual in mind is the home

schooling parent.

SOCIAL CHANGE

Social change has many definitions. Some of them are

18

19

very broad and others are specific. Some definitions are of
a reformist nature, while others are of a radical type. The
following definitions of social change are relevent to this
research.

By 'social change' is meant only such
alterations as occur in social organization-that
is, the structure and functions of society. Social
change thus forms only a part of what is
essentially a broader category called 'cultural
change'. The latter embraces all changes occurring
in any branch of culture, including art, science,
technology, philosophy, etc. as well as changes in
the forms and rules of social organization (Davis,
1950, p. 622).

On a smaller scale social change means:

... changes in the characteristics of social
structures that, though comprised within the
general system identifiable as a society, do not
have any immediate and major consequences for the
generalized structure (society) as such (Moore,
1963, p.47).

On the radical side, social change is perceived as an
alteration of previously held political and economic forces.
Those forces are replaced by new political and economic
forces that control the means of production and distribution
(Habermas, 1973).

The concept of charisma was developed by Weber and has
been included in some theories of social change. Charisma
was defined by Weber as:

a certain quality of an individual
personality by virtue of which he is set apart
from. ordinary’ men and treated. as endowed. with

supernatural, superhuman, or at least specifically
exceptional powers or qualities. These are such as

20

they are not accessible to the ordinary person,

but are regarded as of divine origin or as

exemplary, and on the basis of them the individual

conerned is treated as a leader (weber, 1947, p.

358).

Social change advocates usually assume: (1) the present
state of a given society is either totally undesirable or,
at least, not living up to its potential, and (2) something
other that the status quo is a desirable goal. To the minds
of those advocating change, existing society is less than
desirable.

These assumptions can be either explicit or implicit.
Take, for example, the asSMption that a society is too
traditional. This status is found undesirable by many
“modern" social planners. At a practical level, it means
transforming a "traditionally minded man" into a ”modern
man.'. The socialist will call him "The New Socialist" and
the capitalist will label him the ”Modern and Educated
Entrepreneur" (Foster, 1973).

One social change advocate, Gusfield (1967) identifies
seven ”modern“ misperceptions about traditional societies:
(1) traditional societies are necessarily static, (2)
traditional societies have a consistent body of knowledge
and beliefs, (3) traditional societies are composed of a
homogenous social structure, (4) traditional society must be

replaced by modern society, (5) the traditional and modern

societies are in conflict, (6) the traditional and modern

21

societies are mutually exclusive, and (7) modernization
weakens the traditional society. After identifying these
fallacies, Gusfied argues that both the traditional and
modern society can co-exist.

Whereas Gusfield wrote in terms of societies, social
change advoactes Inkeles and Smith (1974, pp. 19-25) present
several assumptions about the modern society which are
described in terms of the individual's behavior. They state
that a modern person is open to new experience, and thus
ready for social change. He has a high level of awareness of
his surroundings, forms opinions based on facts, and is
oriented toward the future. This person also believes he
can control his environment. He believes in public and
private practice of performance, trusts the function of the
institution, places high value on technical skill and
education that builds that skill. He has respect for others
and understands the logistics behind producton and
industry. By implication, an individual in the traditional
society is not functioning at that level.

Dahrendorf combines aspects of both Gusfied, and
Inkeles and Smith. For Dahrendorf (1959), social change is
part of the inherent characteristics of society because: (1)
society is at every point subject to processes of change:
social change is ubiquitous, (2) it displays at every point

dissensus and conflict: social conflict is ubiquitous, (3)

22

every element in a society renders a contribution to its
disintegration and change, and (4) is based on the coercion

of some of its members by others.
THEORIES OF SOCIAL CHANGE

Because home schooling is a change in social practice,
it is appropriate to consider several explanations of social
change from two basic theoretical positions, transcendental
and secular. These, then, are subdivided into three
positions of the transcendental: the Christian, the
Buddhist, and the Islamic positions: and four in the
secularq (Ereek Cyclic, Darwinian Evolution,
Structural-Functionalism, and Marxist Conflict and

Dependency (Fagerlind and Saha, 1983).
TRANSCENDENTAL THEORIES OF SOCIAL CHANGE

Throughout human history there have been many attempts
to interpret man's reality, his purpose in life, and to
solve his problems by transcendental references. This has
been accomplished by what is called revelation. From many
sources, three perspectives will be cited. They are

Christian, Islamic, and Taoist.

23
Christian Perspective

Christian teaching is based on God's revelation through
creation, the personhood of Jesus Christ, and its Holy
Scriptures. Social change is perceived by understanding
God's plan for humanity. Early’ Christians spread their
belief across most of the Roman world. (Byrne, 1981)

By the fifth century A.D., Christianity had become the
state religion of the Roman Empire, though it is
questionable that the empire applied the teachings of the
faith. Because there was pressure on the Christian community
to take a stand on their teaching involving social change,
numerous church leaders lost possessions, if not their
lives, for what they believed. In the twelfth century, St.
Augustine further explained a Christian perception of social
change. He expounded that there is only one cycle of social
change. It began with creation and Adam, and it would end
when Christ returns to judge humanity. This will end the
first creation. (Augustine, Confession, VIII. 12) Since that
declaration, Christians have entertained this aspect of
social change with an “on again, off again“ practice. This
Christian view of social change dominated European thinkers
until the 17th and 18th centuries. Even today, there are
Christians who believe that "the will of God“ is the force

behind the changing material world and society. At a

24

practical level, the Christian teaching of social change is
when a person is committed to the Lordship of Jesus Christ,
serves others, and lives a Christian life regardless of the

prevailing ideology in the country in which he lives.
Buddhist Perspective

The second transcendental theory is from the Buddhist
perspective. In non-European areas of the world, such as
China, the concept of change was described by Confucius in
terms of “Yang“ and "Yin.“ This was called the "opposites
which worked in harmony to rule the world." (Waley, 1939, p.
31) According to the Chinese traditional teaching, Tao leads
to great happiness and the Golden Age. The main thinker of

this positon was Confucius. (Becker and Barnes, 1961)
Islamic Perspective

The third transcendental theory emerged from North
Africa and the Middle East where Islam became the dominant
religion through its proponents of social change. Ibn
Khaldun, an ancient Islamic scholar, thought that social
change followed a flow of order beyond random actions and
their results. He believed that nomadic societies which are

nomadic aspire to be sedentary city-dwellers who are soft

25

and not brave. He then concluded that the nomads who become
sedentary city dwellers, through invasion of the city,
become soft and, in turn, face invasion by yet another set
of nomads. He believed social change occured as a result of
internal conflicts and an external force which is determined

by Allah (Khaldun, 1980, 1394).

SECULAR THEORIES OF SOCIAL CHANGE

The four secular theories are 1) Cyclic, 2)

Evolutionary, 3) Structural- Functionalism, and 4) Marxist.

Cyclic

According to this theory, the ancient Greeks thought
social change occurred. in cyclic form- As one society
decayed, another society emerged, and the cycle would
continue forever. Aristotle thought that the origin of a
state was the family, which expanded into a clan, then a
tribe. Many tribes, in turn, formed a state which developed
and then decayed as a new state emerged. He observed this as
a natural phenomenon (Fagerlind and Saha, 1982).

The modern English historian, Toynbee, makes a general
observation about the Persian, Greek, Roman, and British

empires following one another according to the Greek cyclic

26

form of social change (1948).

Evolutionary

The second theory has its roots in Charles Darwin's
theory of evolution which developed from his studies of
biology. Today this is known as ”The Theory of Evolution by
Natural Selection." It revolutionized many old streams of
thought reaching far beyond its biological borders. Implied
within it is the concept that social change also follows a
pattern of evolution. While Darwin never stated this, other
thinkers were quick to apply implications of his biological
theories to social science. Many assumptions are included
in this theory. First of all, it is assumed that evolution
or change is natural. Secondly, it assumed that it had a
direction, going from the simple to the complex. Thirdly,
this theory is imminent, meaning, all living things are
going to change. Not only is it imminent, but it is
continuous for an unknown period of time. It is a necessary
factor. Finally, it goes through uniform causes. The most
critical contributor to the idea of evolution in social
science was Friedrich Hegel, a German philosopher. He wrote,
”The principle of development of social change involves the
existence of a latent germ of being waiting to realize

itself" (Nisbet, 1969).

27

A British philosopher and sociologist, Herbert Spencer,
built on Hegel's theory of social change. Spencer's
definition is as follows: "Evolution is an integration of
matter and concomitant dissipation of motion during which
matter passes from incoherent homogeneity to a definite,
coherent heterogenity, and during which the retained motion
undergoes parallel transformation.“ (Timashelf, 1964, p.32)
This theory of evolution failed to answer critical questions
such as: How can the particular aspect of social behavior
and the level of development of any society effectively be
explained in terms of origin? In other words, the theory did
not present any basis for explaining the evolutionary steps,
which are from simple to complex, in social change. Finally,
the events of World War I and WOrld War II closed any hope

of a higher form of human evolution (Timashelf, 1964).

Structural-Functionalism

Parsons and Merton (1959), expounded the third theory
called, Structural-Functionalism. It used the Theory of
Evolution to explain social change. This theory describes
society in terms of systems composed of interrelated parts
(religion, education, politics, economics, and family
structures). These parts seek equilibrium and harmony

between themselves. Social interrelationships occur by

28

consensus of the groups involved. Those activities, which do
not fit the normative perception of the group, are seen by
the group as pathological. Conflict is perceived as
dysfunctional. The whole theory is biased towards the status
quo, even though the status quo might be dangerous for the
majority. It was later renamed Neo-Evolutionism.

Structural-Functionalism did not. deal with specific
social change issues, but it triggered the development of
two other theories: the Human Capital Theory by Schultz
(1961) and the Modernization Theory by Huntington (1976),
both of which directly affected formal school expansion.

According to Huntington's theory, a set of five areas
of society are to be modernized. They are: institutions,
values, behavior, society, and economic development. These
changes were to be accomplished through the instrument of
education. The casual linkage of these areas is the major
weakness of this theory. The assumption that the final point
of modernization is economic development is ethnocentric and
ideologically construed. (Inkeles and Smith, 1974)

Schultz is an. American economist. who proposed "The
Human Capital Theory“ for social change. He stated that
education is a productive investment. and should not be
perceived as a consumed product. His theory assumes
educational systems are independent of the society's

structure. But according to Jencks this is not so.

29

Individual attainment is limited by society's form.
Political, economic, and social systems discriminate against

certain individuals within the society (Jencks, 1979).

Marxist

The fourth secular theory’ of social change is the
Marxist Theory. It. is called the Conflict. Theory when
explained from that point of view, the Dependency Theory
when defined from that reference, and the Liberation Theory
when described from that aSpect (Nisbet 1969). According to
Marx, society is polarized into groups of exploiting and
eXploited individuals. This polarization sets a dynamic of
human conflict in motion which motivates social change. His
concept of the mode of production has two faces, material
and social processing. However, these are two sides of the
same coin. Change comes as production and social relations
go hand in hand. The Marxist Theory has caused a turn-about
for many' peoples' ‘thinkingy but the practical fruits in
results have not yet been so convincing. Many Marxists
argue that the theory does not have a weakness, but its
application is where the weakness lies. China and The Soviet
Union are two major nations which have made the Marxist
Theory an integral part of their educational systems (Bowles

and Gintis, 1972).

30

Cardoso (1972) proposed a social change in the context
of his own understanding of Dependency Theory. According to
his explanation of this theory, metropolises dominate and
exploit the countryside. This tension. of dominance and
dependence exists between nations, regions, and communities.
The metropolis propogates exploitation and domination, both
by direct means, and by what Frank calls elites who are
"Lumpen Bourgeoisis' (Frank, 1972). These refer to
governors, all levels of political officers, teachers, and
any elite who represent the non-local force. According to
this theory, change occurs when the center does not dominate
the periphery.

The last secular theory to be examined is the
Liberation Theory, often called 'Conscientizacao." It
presupposes that liberation from economic, political, and
social chains comes about when the oppressed are educated
about their condition and take the necessary steps to
liberate themselves. One evident weaknesses of this theory
is its overly optimistic view of education as a social
change agent training the oppressed, when the education
system is dependent upon the oppressing elite to implement

the needed freedom message (Freire, 1972).

31

THEORY MODELS

Each of the above theories of social change can fit
into one of the following models: 1) cyclical, 2) terminal,

3) linear, and 4) Spiral (Fagerlind and Saha, 1982).

Cyclical Model

In the cyclical model, the Greek's view of the world
is the basis on which the social change was perceived. There
is a slight difference in Plato's general cosmic cycle which
lasts for thousands of years, and Ibn Khaldun's Islamic view
of the repetitive history in which a never-ending conflict

is present.
Terminal Model

The second model shows a major ending of a cycle. This
is the Christian's traditional position. According to this
model, the catastrophic ending of the world and its social
systems is perceived as an imminent position.

Linear Model

The third model portrays a linear progression.

32

Presenting an optimistic view of the future, Structural
Functionalists, along with Human Capitalists, perceive hope
in human ability. However, that does not always line up with
the historical facts of all social changes improving what

went before.

Spiral

The fourth model also presents high expectations of the
human potential to proceed through different stages of
development in order to arrive at some utopian destiny. This

includes Dependency and Liberation Theories.

FORCES IN SOCIAL CHANGE

As Caplan and Nelson (1973) explain, within these
theories of social change exist forces which exert, many
times, a strong influence on the change. For example, such a
force might be war or a natural catastrophe. Four of these
forces will be discussed because of their particular impact

on education and the home schooling movement.

Individual

The first force is an individual. As anyone gains a new

33

awareness about reality' and then demonstrates this
awareness, he gathers followers, and finally social change
takes place. Illustrations are not hard to find in Karl
Marx, Mao Tse Tung, Mohammed, Martin Luther, Martin Luther
King Jr., Henry Ford, and other "great” social agents. These
people all had a vision, or a personal awareness, which they
were able to share in order to influence others, and thereby
cause change.

Groups of individuals cause social change. Governments
or activist groups within the system are instruments for
causing change. An example of this is the Civil Rights
Marches in the United States in early 1960 which resulted in
new laws. These laws provided black and other minorities new
status in the area of political participation. The
individual whose awareness and vision inspired this movement

was Martin Luther King, Jr. (Hyman, 1972).

Diverse Cultures

The second force for social change is the influence of
diverse cultures intermingling in the realms of food,
language, art, music, entertainment, and worship. As a
result of this intermingling certain practices are adopted
while others are rejected. Fifty years ago in the United

States it would have been difficult to find a mosque. Today,

34

they are evident across the country in the metropolitan
areas. This is partly due to the influx of Middle Eastern
peoples who have found accommodation in the American
culture. They have also influenced many Americans to adopt
their belief, particularly among blacks. Other examples are
restaurants of various ethnic groups visable in most cities.
One significant aspect of this cultural integration is seen

in terms of education. Many other subjects other than
foreign language class are now conducted in Spanish. This
practice is gaining acceptance in many schools, especially
in the Southwestern states. At this level, this country

prides itself on being a pluralistic society.

Experiences of Generations

The third force of social change is one generation's
experiences as opposed to the experiences of another. The
past generation may have been encultured primarily by the
home, whereas the next, by an institution. Between
generations the means of production and the social
relationships have been radically altered. Previously,
social mobility' was determined. by the family, clan, or
tribe, but today that option is often controlled by the
corporations. Parents of the depression period in the United

States (1929—1930) have a financial outlook that many of

35

their children and grandchildren do not espouse. (1960-1970)
Another generation gap of experience occurs between those
who participated in Wbrld war II and the generation of the

1980s who have only heard of it (Lovejoy, 1973).

Religious Conversion

Finally, religious conversion is another force for
change in society. This may be at an individual or community
level where a way of life is adopted because of
transcendental revelation. This has an influence on
relationships and responses to obligations. Due to
challenges of their newly adopted religious teaching, people
change one set of values and way of life for another. To
clarify this, in the book of Acts 19:17-22, the people of
the city of Ephesus burned rejected books of sorcery while
accepting the Christian way of living. Mohammad, in the
course of his early ministry, was aware of the many idols
which the Bedouins in Saudi Arabia worshipped. As part of
his ministry, he attempted to teach the people his belief of

the one and only creator, Allah (Bockmuehl, 1973).

36

SCHOOL AS AN INSTRUMENT OF SOCIAL CHANGE

The individual has been observed as a definite factor
in social change and that groups affect social change. Now
it is necessary to view social change in the light of the
leverage of the institution called “school.“

Recent concepts of linking formal schooling to social
change are influenced by a world view loosely called
Humanism. Humanism, at best, is faith in the human effort to
determine human destiny. Historically, this developed after
the Middle Ages at the beginning of the Enlightenment (La
Piere, 1966). Improvement of the human mind became key to
Humanism's development. It is now common-place to identify
potential powers of the mind's rational thought and ability
to discover knowledge about natural laws and natural
processes. Greek, Egyptian, and Roman scholars esteemed
knowledge and wisdom as a virtue, and the pursuit of it a
pleasureable pastime, whereas the men of Enlightenment
sought knowledge for the survival and progress of society.

Formal school, as it is seen today, began its function
of cultural transmission of society's heritage and science's
discovery during the Renaissance. Schooling as an instrument
of social change existed before the Renaissance, but the
degree and intensity increased after the Enlightenment.

(Kneller, 1965)

37

Cohen (1970) suggests that, about 3000 BC, the
training of scribes had already begun in Mesopotamia and
Egypt. Those scribes served the religious structure, the
state, and the society. Cohen defines school as:

. . . an institution devoted to instruction,

with specialized personnel, permanant physical

structures, special apparatus, (books and arts)

and stereotyped instruction, a curriculum and

gztionally manifested objectives (Cohen 1970, p.

According to Cohen, this kind of formal schooling was
only available to a restricted segment of those societies.

By Cohen's definition of school, mass schooling in the ’
western industrial societies of England, France, Germany,
and the United States had parallel characteristics with
those of the ancient societies. The interesting hypothesis
of this phenomenon is the state believed an "educated
student“ made a ”Controllable subject.” Plato argued, "If
the state is to be preserved, it must take care of its
young.“ It must control the education in a state system
independent of the whims of parents and the power of wealth,
and place the children's training in the hands of teachers
more competent and more responsible than the poor
schoolmaster in the pedagogue (Castle, 1961, p.81).

Formal schooling' emerged, directly flowing from. the
complexities of the state and the greater needs of society.

Kneller (1965) suggests that schooling became an institution

to help mold individuals to the already complex society

38

instead of the traditional family forum. This simple cause
and effect linkage seems too simplistic. Durkheim (1977),
like Cohen and Kneller, agrees that change in society always
preceeds change in the education system. However, Durkheim
emphasized "Educational transformation. in terms of ‘which
they are to be explained... changes in economic spheres have
much to do with changes in education“ (Durkheim, 1977, p.
166).

Pre-industrial England illustrates one such incident
where economics influenced education. She did not have many
schools, and the few that functioned catered to training
religious leaders and lawyers (Shipman, 1971). The English
industrial revolution was not due to British scientific and
technological superiority, but was due to the cotton
industry and the trans-Atlantic trade with the colonies. As
British historian Hobsbawm states, ”English education was a
joke in poor taste" at the time that early industrial
development occured (1977, p. 45).

The social consequence of industrial development, such
as greater geographical mobility, breakdown of family
structure, children whose parents were not at home, and
crisis in urban centers revealed a new set of criminality.
The industrial state had to respond with an institution
which dealt with neglected children. This was portrayed

reflectively by the 19th century novelists, such as

39

Dickens in his book, Oliver Twist. The institutional church
responded with the first Sunday school programs. Thus, the
early schools in England were little more than ”prisons"
where young neglected children were kept while the parents
worked in the factories.

In England, from the mid 19th century, the "prisons"
became training institutions called schools. Then the
schools became the agent of enculturation usurping the
function of the parents. The English education system
expanded as a result, not as the cause (Young, 1958).

Formal educational expansion movements had their
critics who saw the glorified schools as unworthy
alchemists. The chemists of the 17th century thought metals'
very nature could be changed by repeated meltings. In the
same way, many educators felt “ignorance" and
”underdevelopment' could be eradicated if people were
purified by the schools. School was the 'cure' (Illich, 1971
p. 70).

The advent of the capitalistic form of production was
the force behind the pedagogical transformation of the
individual from an unskilled worker to a skilled worker for
the production of goods (Illich, 1971).

These same critics see education as serving three major
ends. First, it serves as an agent of political

socialization of the young people into the national cultural

40

institutions. Secondly, it serves as the top agency for
selecting and training political, economic, and social
leaders of that society. Finally, it also becomes an agent
of integration, building a national character (Freire,
1971).

Political socialization of the schools has been defined
as "the process by which a person internalizes the norms and
values of the political system” (Massialas, 1969, pp.
20-21). According to Torney, the undue investment of faith
in the schools' ability for political socialization of the
young does not show in the empirical data:

Nations place great faith in the ability of
social institutions, especially schools, to
prepare young people for citizenship. The faith is
only justified in part, because influences outside
the school .may’ also be important, and because
sometimes the effects of the school are contrary
to what was intended: more importantly, this study
shows that nowhere has the system proved fully
capable of producing the ideal goal of a
well-informed citizenry, with democratic attitudes
and values, supportive of government policies, and
interested in taking part in civic affairs.
Perhaps a hierarchical organization such as the
School is not the right setting for inculcating
democratic values (certainly school alone cannot
accomplish this task). (Torney, 1975, p. 21).

Many societies (capitalistic and socialistic) select
their political and economic elite through the educational
process rather than through the aristocratic lineage. Years
ago, Mills (1956) argued that the United States was
controlled by the elite.

In the area. of forming national character and the

41

integration of society, the experience of the colonizers of
Africa are a good example. In the British, French, and
Italian colonial empires of the early 19th century, main
thrust of the training was to provide capable individuals to
fill low to middle class-level clerical staff for the
colonial organization (Carnoy, 1974).

Even though education has been used to forcefully
integrate culturally diversified groups into a national
entity, some philosophers do not see strong indications of
nations being formed because of education. As in the case of
Ethiopia, where a national education program was used to
maintain the 'indivisability of Ethiopia,“ the nation is in
a deep crisis striving for ethnically orientated dominance
(Markakis and Nega, 1974):

For far too long the values that have guided
educational practice have been determined by
custom or politics alone. Their validity has gone
unchallenged by educational research. Values have
had some transcendental existence ascribed to
them. (Cooley and Lohnes, 1976, p. 10).

The relationship between educational systems and the

overall political system of the nation has some correlation

(Apple, 1979).

FUNCTIONS OF SCHOOL FROM TWO PERSPECTIVES

With the above as a background to the expansion of

education, two perspectives of school as an instrument of

42

social change will be reviewed. The first is the Main Stream
View (capitalistic) and the second is the Marxist View.
Here, ideologies in diametric opposition elsewhere agree on
the crucial and absolute role of schools. According to the
Main Stream school of thought, education revolutionized
human society just as the Industrial Revolution in the 18th
century revolutionized Europe.

The main stream proponets see the benifits of schooling
as a positive means for social change and mobility. The
Marxists criticize contemporary education as a tool used to
perpetuate inequalities of the existing class system through
the reinforcing of the status quo (Bowles and Gintis,

1976).

MAIN STREAM PERSPECTIVE

Education in the traditional society was generalized as
an informal activity vested only in some families. Early
educational leaders broke this family vested function and
organized it into an institution, elementary, secondary, and
universities (Drucker, 1973). The expansion of formal
schooling around the world is due to the success of
schooling and the expansion of knowledge. Education has
contributed to improved economic conditions, quality of

life, and the standard of living for those educated.

43

In the view of Halsey (1962) and Clark (1962),
education contributed to the development of democratic
thought and the democratization of society. Technological
changes have contributed to the expansion of educational
opportunities for the lower class. Formal education broke
many conservative positions and thoughts by promoting
flexibility and change. It became the active agent of social
mobility and broke class affiliations. At a higher level,
education cultivated. critical thinking and. developed. new
ideas and methods.

As Schultz (1961) indicates, at the secondary level
schools' benefits are often multi-dimensional. An individual
clearly benefits from education. They believe an educated
person will do better than the individual who has not
attended school. In the United States, a high school diploma
holder has a much better chance for employment than the one
who does not have one. This is not necessarily true in other
countries (Schultz, 1961).

A family and a neighborhood benefit from an
individual's going to school. An educated person shares the
school culture with those who have not attended school.
Neighborhoods where there are no loitering kids feel more
secure. The schools keep individual children creatively
occupied and out of neighborhood problems (Carnoy, 1974).

Schooling benefits the employer. For high-level

44

technical work, a trained technician is needed for
increasing production. Properly schooled behavior, such as
submissiveness, obedience, neatness, and punctuality
contribute to the success of the employer (Toffler, 1980).

There are benefits to the society in general. Educated
society is a function of educated individuals. Schools help
cultivate cultural values which, in turn, keep the society
stable.

Education contributes to the knowledge of how to enjoy
leisure and provides skill in leisure enjoyment.

Finally, schooling becomes an economic factor where
people invest in education with the hope of some dividend.
It is a. business venture. The schooling is sold as a

commodity in the market to the consumer (Schultz, 1961).

MARXIST PERSPECTIVE

In the Marxists' view, according to Althusser (1971),
education became an instrument by which the ruling class, in
order to survive, had to reproduce its own class (the
rulers) while producing goods by the labor class. It follows
that the ultimate condition of reproduction is the
reproduction of the forces of reproduction and their
relation to the ruling class and the ruled class. This means

schools are in the process of reproducing managers and

45

laborers and the necessary behavior in those managers and
those laborers.

The reproduction of the labor force is insured by wages
which then enable the laborer to sustain himself, to
reconstitute his labor power, and to raise the children in
whom he reproduces himself. This alone, however, is not
sufficient for these children: the newly reproduced children
of the laborer must be molded to the complex system of
reproduction through schooling. This is done through the
state apparatus, called school, which is built by the
government and necessary for the ruling class's existence.

Dominant factors in the ideological state apparatus are
the family and education, which have replaced the family and
the church. In this manner, schools fill children with a
certain amount of know-how, which is wrapped in the dominant
ideology. The absorption of these attitudes is a
prerequisite for stability and relations in reproduction.

In the western industrialized nations, 50-60% of those
who finish high school are ejected from the school system
and enter producton. The 40-50% who remain in education will
continue and join community colleges and labor-intensified
institutions in order to become middle level technicians,
lower white collar workers, small businessmen, and the
bourgeoise. Those who arrive at the summit become agents of

repression and of control--soldiers, educators, politicians,

46

administrators. At each level, the students learn the
necessary behavior which suits their destiny (Connel, 1977).

Connel (1977), asked a question, "Why is there a class
bias in education?” In answering his own question, he says
that the working class children have been given (and have
accepted) the answer that they haven't the "brains." If you
do not have the "brains,” you cannot do well. In this way,
the self-legitimizing ideology is a mechanism by which the
education system under the hegemony of the ruling class
leads its own reproduction (Bowles, 1976).

Marxists see schooling as a necessary social
institution. They view the whole educational goal from a
socialist world view in which class-based society is
unacceptable. Education systems are made to serve the
society in training skilled laborers and leaders for the
well-being of the society, but are not based on <class
system. Education in Marxist society does not have the
burden of reproducing many classes of educated individuals
in the absence of differentiation of reward. and status

(Bowles and Gintis, 1976).

47

MOTIVATION AND SOCIAL CHANGE

By virtue of choosing to school their children at home,
parents have made a change in their social behavior. The
change in the behavior can be examined in terms of
motivation.

The topic of ‘motivation is found. in many areas of
social science. Political scientists, economists, educators,
and psychologists consider the topic of motivation from
their own perspectives. In this section, the psychologists'
conceptualization and interpretation of motivation will be-
considered from. three different. emphases. They' are the
biological factors, the socially learned, and the cognitive
factors. The core of motivation study is to determine what
causes changes in behavior (Franken, 1982).

Motivation, by broad definition, means those processes
which influence the arousal, strength, and direction of

behavior (Arkes and Garske, 1982).

MOTIVATION FROM INSTINCTIVE PERSPECTIVE (BIOLOGICAL)

Freud is the key proponent of this perspective. He
defines instinctual drive thus:

as a concept on the frontier between the
mental and somatic, as the psychical
respresentative of the stimuli originating from
within the organism and reaching the mind, as a

insta

I 91110)!

In L‘_ A

an: 0.1+r‘r'rt—e

Mo
“1° has

fl",
“met

48

measure of the demand made upon the mind for work

in consequence of its connection with the body
(Freud, 1915, pp. 121-122).

Freud then states, ”The aim of an instinct is in every
instance satisfaction, which can only be obtained by
removing the state of stimulation" (Freud, 1915, p. 122).

He further states:

The object of an instinct is the thing in
regard to which or through which the instinct is
able to achieve its aim. It is what is most
variable about an instinct and is not originally
connected wtih it, but becomes assigned to it only
in consequence of being peculiarly fitted to make
satisfaction possible. The object is not.
necessarily something extraneous: it may equally
well be a part of the subject's own body. It may
be changed any number of times in the course of
the vicissitudes which the instinct undergoes
during its existence: and highly important parts
are played by this displacement of instinct
(Freud, 1915, pp. 122-1233).

As to the source of instinct, Freud says:

By the source of an instinct is meant that
somatic process which occurs in an organ or part
of the body and whose stimulus is represented in
mental life by an instinct. We do not know whether
this process is invariably of a chemical nature or
whether it may also correspond to the release of
other, e.g. mechanical, forces. The study of the
sources of instincts lies outside the scope 0f
psychology. . . (and). . . is not invariably
necessary for purposes of psychological
investigation (Freud, 1915, p. 123).

Motivation, from Freud's psychoanalytical theory, has
two basic foci. They are homeostasis and hedonism. The

former is an organism's (including human bein93) "tendency

49

toward the maintainence of relatively stable internal
environment" (Weiner, 1971, p. 10). The later asserts that
pleasure and happiness are the chief goals of life (Weiner,
1985). Finally, Freud stated:

According to our hypothesis human instincts

are of only two kinds: those which seek to

preserve and unite-which we call "erotic"...-and

those which seek to destroy and kill and which we
class together as the aggressive or destructive

instinct . . . (Marler, 1975, p. 32).

Carl Rogers and Abraham Maslow are two individuals who
have interpretated motivation from the biological origin.
Rogers, labled it selfactualization while Maslow called it
I'meeting needs.”

Rogers formulated his theory of motivation around a
single motive which moves the organism progressively toward
psychological growth and fulfillment. The motivating force
in Rogers' theory is teleological, an ultimate towards which
behavior can be directed (Arkes and Garske, 1982).

Rogers recognized the external environment as a crucial
element with which the person has to deal, especially the
human relationship factor in attaining goals. He also
emphasized the uniqueness of every human being which he
considered often neglected in personal relationships
(Rogers, 1959).

If one is to summarize Rogerian theory of motivation it

would include the following: "The actualizing tendency is

postulated as the single inherent source of motivation; its

50

aim is the maintenance and enhancement of the organism. In
humans, as the self concept develops, part of the motive
becomes a tendency toward self-actualization" (Arkes and
Garske, 1982, pp. 117-118).

Maslow delineated five basic needs. In hierarchical
order, he defined them as physiological, safety, love,
esteem, and actualization. The first four needs are basic,
or universal to all human beings, while the fifth is a
function of being. He stated that these are the driving
forces of motivation (Arkes and Garske, 1982):

If all the needs are unsatisfied, and the
organism is then dominated by physiological needs,

all other needs may become simply non-existent or

pushed into the background. It is then fair to

characterize the whole organism as saying simply
that it is hungry, for consciousness is almost
completery preempted by hunger . . . The urge to
write poetry, the desire to acquire an automobile,

the interest in American history. . . are . . .

forgotten or become of secondary importance

(Maslow, 1943, p.372).

Maslow identified the following as some of the
characteristics of a self-actualizing person. They include:
(1) greater attention to problems outside themselves, (2)
greater independence from culture and environment:
self-containedness, (3) greater freshness of appreciaton for
a variety of experiences, (4) more profound interpersonal

relationships (B-love), and (5) greater creativity (Maslow,

1970).

51

SOCIAL LEARNING OF MOTIVATION INTERPRETATION

Proponents of this theory do not claim all motivation
originates from socially-learned behavior, but do claim the
motives of many' actions are rooted in learned behavior
(Rotter, 1954). The social learning theory of motivation is
an attempt to explain human behavior as based on awareness
of the possible outcome of an action and making a choice to
fit that expectancy. Rotter and Bandura eXplain human
motivation is epitomized in terms of self reinforcement and
self-efficacy. They both believe free will is at the root.
(walter, 1963).

Social learning theorists do recognize the biological
(innate) drive in all organisms, but they claim the basis
for some behavior is not the biological urge (Bandura,
1978).

In this theory, perceived information is coded and then
translated into behavior. For example, a person observes an
activity in progress and the following takes place: (1)
Observation and learning are simultaneously happening, (2)
As inhibitory effect on what is known occurs about what is
being observed, (3) As disinhibitory effect occurs on what
is being observed and, (4) The new observed behavior is
adopted. In all four steps, there is abstract modeling and

actual modeling. In the final observation, this results in

52

action. The learner is an active processor. (Bandura, 1978).
According to social learning theory, the decision of
the parents to home school might be a learned behavior if

they themselves were home schooled.

COGNITION THEORY OF MOTIVATION INTERPRETATION

Baldwin describes a cognitive theory of behavior as
follows:

A cognitive theory of behavior assumes that
the first stage in the chain of events initiated
by the stimulus situation and resulting in the
behavioral act is the construction of a cognitive
representation of the distal environment. The
later events in the chain are instigated, modified
and guided by this cognitive representation. The
cognitive representation thus acts as the
affective environment which arouses motives and
emotions, and. guides overt behavior toward. its
target or goal (Baldwin, 1969, p. 326).

Labels and categorical descriptions are aspects of
cognition which might explain motive. The way people label
actions, events, and persons is often tied to their beliefs,
including the cause of behavior (Nisbett, 1966).

Under cognition theory, there is a set of concepts that

reveals the process of cognition in explaining motivation.

53

Set I Attribution

This is one aSpect of understanding how people perceive
an action and make a conclusion of the possible cause for
the action. Even if the given explanation is incompatable
with the objectively present fact, the reality that

cognition has taken place is evident. (Singer, 1966).

Set II Cognition and Emotion

Schachter and Singer (1966) concluded that -the
intensity of emotional expression is a function of
cognition. For example, high and low' arousal level in
emotional eXpression is tied to cognition. An experiment
illustrating this is that the heart beat can be controlled

by thinking (Kerlier and Coles, 1978).

Set III Cognitive Dissonance

According to this theory, people engage in an activity
with effort in order to attain a goal. The goal becomes the
attractive end that they want to reach (Cooper, 1980).
Further explanation about this concept shows people who are
afraid of failure will do some things in order not to fail

(Weiner, 1971).

54

Parents who choose home schooling, according to the
cognitive theory of motivation (SET III), might be trying to
avoid the failure of their children which in turn would
reflect their failure in the social, economic, and political

status of the society.

SUMMARY

Home schooling is an action of a set of people within a
larger society that exemplifies the characteristics of
social change. Social change has been reviewed from many
theoretical positions and its possible relationship to
change, including home schooling, have been discussed.

Social change, for those who look at it from a
transcendental point of view, see it as predetermined. For
Christians, Buddhists, and believers of Islam, change is
attributed to a source outside of the human realm.

For secular theorists, change is either cyclic or
linear. In cyclic change empires rise and empires fall,
whereas in linear change empires evolve.

Among the secular theorists, change is perceived in
terms of contradictions within the society's institutions,
class structures, and interest groups. The conflicts then
cause the changes.

The individual within the society is a force that can

55

bring about change. That which causes the individual to be
that force may be due to internal desires that may be part
of the biological need, may be a learned behavior, or may be
rationally perceived goals that an individual wants to
accomplish.

In this review, scholars of social change and
motivation agree that changes are imminent, and motives
exist behind all social changes. As to the causes of social
change, there are many interpretations, just as there are
many interpretations of motivation. The purpose of this
chapter was to help in understanding home schooling'as an
aspect of social change and the motivation of those who are

involved in these changes.

CHAPTER THREE

DESIGN OF THE STUDY

INTRODUCTION

The background of the study, and the review of the
related literature, were presented in Chapters I and II.
This chapter deals with the source of the data, a
description of the population, the sample selection process,
how the data were collected--including the instruments
used-- and the analysis procedures followed.

This study is designed to describe and analyze the
reasons why parents home school their children. Essentially,

the study is descriptive and exploratory in nature.

SOURCE OF DATA

Study Population

In the past ten years, the home schooling movement has

become a national issue. Both public and private schools

report declining enrollments. The popular press program,

Sixty Minutes, (CBS Television) in February, 1982, and

56

57

Curriculum Inquirj (1985) have reported extensively about
the home schooling movement.

Since the 19603, one million of the forty-three million
school-age children in the U.S. have been home schooled.
Over fifty recognized national organizations, and seven
international organizations, have come into existence to
facilitate the home schooling movement. (Whitehead, 1984:
Nisbet, 1982)

Two of these national organizations, and several local
home schooling organizations, are located in Michigan. David
A. Kallman, an attorney who is considered by many to be an '
authority on home schooling, stated that, "There are more
than 5,000 and probably fewer than 20,000 children presently
being home schooled in Michigan.“ (Author discussion with
Kallman)

Home schooling parents, members of three Michigan home
schooling organizations, were selected as the study
population. Organization 'A" is located in a large, urban,
industrial community of 600,000 population. Organization 'B'
is located in an urban community with a large university and
a population of 200,000. Organization ”C" is located in a
large, urban, industrial community of 400,000 population
with a large university nearby. These three organizations
were selected to assist with the study because they have

communication with over 1500 home schooling families. All

58

the groups participated on a voluntary basis. Organization

leaders acted as intermediaries in this study.
SELECTION PROCESS

To ensure as much as possible that the sample was
representative of the target population, a random sample of
several members of each of the three home schooling
organizations was selected.- The main purpose for using
random sampling techniques is that random samples yield
research data that can be generalized to a larger population
within margins of error which can be determined
statistically. Random sampling is also preferred because it
gives the researcher an opportunity to apply inferential
statistics to the data. Inferential statistics enable the
researcher to make certain inferrences about population
values (e.g., mean standard deviation, correlation
coefficient) on the basis of obtained sample values.

Therefore, a random sample of home schooling parents
was selected from each of the three communities. The number
of target population participants from each home schooling
organization was determined by a ratio of approximately ten
percent of the active home schoolers from each group. "The
proportion of subjects randomly selected from each group

usually is the same as the proportion of that group in the

59

target population." (Borg and Gall, 1979, p. 186) On this
basis, fifty (50) participants were selected of the six
hundred and fifty (650) active home schoolers associated
with organization "A“. Thirty (30) participants were
selected from the three hundred and fifty (350) active home
schoolers associated with organization "B". Twenty (20)
participants of one hundred and fifty (150) active home
schoolers were selected from organization 'C'. The sample
sizes were intentionally kept at the smallest acceptable
level in order to conduct the study with as little ”fanfare“
as poSsible among home schoolers. As Borg and Gall state,
”the size of the sample is usually determined by the minimum
number of cases we decide is acceptable in the smallest
subgroup.“ (Borg and Gall, 1979, In 186) All the
participants in the study were selected on the basis of the
following criteria: 1) they are currently home schooling
their children, 2) they voluntarily responded to the
questionnaire designed for this study, 3) they responded
within the designated time indicated, and 4) they
represented three separate geographical areas. of a
mid-western state. The respondents were all adults. The
respondents were anonymous to the researcher. All the
respondents wished to remain unknown because several parents

are being prosecuted for home schooling.

60

DATA COLLECTION

Collection of the data for this study was intended to
provide the basis for determining the reasons parents give
for opting to home school their children. Data on parent
concerns about the educational welfare of their children and
attitudes toward traditional educational institutions were
collected. Descriptions of the instrument, and procedures

related to data collection, will now be presented.

The Instrument

The instrument used to survey home schooling parents
was researcher-constructed in an effort to determine the
concerns that most influenced parents to home school their
children. For the purpose of this study, attitudes and
concerns (beliefs) are to be considered interchangeable. As
discussed by Best (1959):

How an individual feels, or what he believes,

is his attitude.... The researcher must depend

upon what the individual says as to his beliefs

and feelings. This is an area of opinion. Through

the use of questionnaire, or by getting an

individual's reaction to statements, a sample of

his opinion is obtained.

According to Borg and Gall, validity tests, ”...the

degree to which a test measures what it purports to

measure....' The instrument constructed to survey the

61

concerns of home schooling parents can be considered an
"informal attitude test.” For the purposes of this study,
the instrument used to survey home schooling parents is
referred to as the Parents Concerns Survey.

The survey instrument was constructed for the purpose
of identifying some of the concerns that prompted parents of
school age children to home school their children. The
instrument focused attention on the following eight central

questions:

1. What common concerns about school curriculum
are related to parents deciding to home school
their children?

2. What are the similarities in religious values
that seem to motivate parents to home school
their children?

3. What social concerns are common among parents
who home school their children?

4. What academic goals are common among home
schooling parents?

5. How personally and financially committed are
parents to home schooling their children?

6. Is perceived undesirable peer pressure among
school age children a concern common to home

schooling parents?

62

7. Is preparing their children for vocations a
high priority among home schooling parents?

8. Are there any significant similarities in the
academic histories of the parents who are home
schooling?

Using the above interrogatives as a guide, one hundred
and. twenty questions were developed and. pre-tested *with
parents. The pre-test provided space for the respondents to
make comments about the questionnaire so they could indicate
whether some questions seemed ambiguous 'to them, whether
different questions should be included, what changes would.
promote clarity of expression, and any other suggestions
that could lead to improving the over-all instrument. A
brief analysis of the pre-test results was conducted.

As a result of the comments and suggestions of the
pre-test participants, the questionnaire was revised and the
number of questions reduced in number from one hundred and
twenty (120) to eighty-three (83) and the format was
finalized (Appendix A).

The Parents Concerns Survey, in final form, (Appendix
A) is divided into three groups of questions. These are: 1)
parent—focused (Appendix B), 2) child-focused (Appendix C),
and 3) school-focused. questions (Appendix D). The
parent—focused questions are further refined into questions

related to: 1) parents' values, 2) parents' goals for their

63

children, and 3) how the parents perceive their role as
related to their children's education?

The child-focused questions were refined to questions
that relate to: 21) the child's educational needs, 2) the
child's social needs, and 3) the child's spiritual needs.

The school-focused questions address the issues that
relate to: 1) curriculum, 2) educational facilities, and 3)
parent-perceived social values of educational institutions.

The Parents Concerns Survey also attempts to answer
these questions: Is a particular curriculum being used in
the home schooling situation? What types of resources, i.e.,
monies, curriculmm materials, etc., are designated for home
schooling activities? What are the parents' reasons for home
schooling? What are the parents' perceptions of their
children's needs? What are the parents' perceptions of
educational institutions? Parents' academic and demographic
information was also collected.

In many questions, the respondents were asked to
respond by selecting one of five choices: (1) Not
applicable, (2) Strongly disagree, (3) Disagree, (4) Agree,
and (5) Strongly agree. Another group of questions requested
a simple “Yes-No” response. A third group of questions
requested the participants to write in the concerns which
led them to home school their children. The “open-ended"

questions were included to provide an opportunity for the

64

parents to add any concerns that relate to home schooling
their children.
The questions of the survey instrument were formatted

using a five-page frontal typed design.

Theoretical Background For The Survey Instrument

The survey instrument used in this study includes
questions that are related to motivation as a catalyst for
change in human behavior, i.e., parents who would ordinarily
send their children to educational institutions to be
educated have, instead, home schooled their children.
According to the Achievement Theory, Atkinson (1970) and
McClelland (1970), explain human .motivation in terms of
expectation, incentive, and emotional anticipation. Rogers
(1970) and Maslow (1954) hold to the theory of
self-actualization. This theory suggests that human behavior
is motivated by an internal drive to fulfill one's desires.
Herzberg (1959) has identified two factors regarding human
motivation as it relates to meeting needs: 1) extrinsic
rewards, and 2) intrinsic satisfaction from recognition.

Concerning the educational needs of school-age
children, researchers, who have worked in the field of
education, perceive formal schooling' as :meeting specific

needs of the individual learner and society. Bloom (1956)

65

and Typer (1949) are two such scholars. Tyler views
education as meeting needs and defines needs as, ”...the gap
between what is and what should be" (Tyler, 1949, p. 8).
Bloom (1956) views the objective of formal schooling as the
learner's acquiring cognitive skills, affective skills, and
psychomotor skills in order to function in any society. The
curriculum concerns of the survey instrument relate to the
motivations discussed above.

Socialization, as a tool for educating, involves
imparting or teaching a set of implicit and explicit
behaviors to a human being. Psychologists refer to. it as
behavior modification; educators call it teaching:
sociologists and anthropologists call it enculturation.
Behavioral psychologist B.F. Skinner, (1970), states that,
“...a science of behavior may be put to use in cultural
design to produce 'happy, informed, skillful, well-behaved,
and productive people." (Skinner, 1970, p. 10) Margaret
Mead, (1956), a cultural anthropologist, has written
extensively on the wholistic enculturation that transpires
in a particular non—industrial society. The focus of her
research was the role of the nuclear family, the extended
family, and the society at large in relation to the
socialization of the child. Karabel and Halsey (1979) state
that:

To the extent that social hierarchies are
transformed into academic heirarchies, modern

66

educational systems fulfill a function of

legitimation that is more and more necessary to

the perpetuation of the social order in societies

with a complex division of labor (Karable and

Halsey, 1979, p. 452).

The survey instrument of this study is designed to
examine the concerns of home schooling' parents as they
relate to institutions of education socializing their
children.

The survey instrument also attempts to determine the
concerns as they pertain to the religious factors that may
have led parents to home school their children. Murphy-
(1986) suggests that religious or transcendental
instruction, which validates and reinforces human behavior,
is transferred to children through socially-established
institutions, such as the family or religious institutions.
Religion, as viewed by Beals and Hoijer (1965), provides an
organized picture of the universe and establishes a more or
less orderly relationship between man and his surroundings
while, at the same time, providing explanations, supportive
counseling, and psychological reinforcement. The survey
instrument provides an opportunity for home schooling
parents to indicate their religious concerns as it relates
to their decision to home school.

The intent, then, of the Parents Concerns Survey was to

identify concerns that the home schooling parents consider

important to their decision to home school their children.

67

No attempt was made to compare the home schooling parents
who reside in different communities, or does there seem to
be any evidence to support reasons why the number of
responses to the Parents Concern Survey varied from one
community to another.

The responses to the Parents Concerns Survey were
subjected to the Pearson's Product Moment Correlation
Coefficient Formula to determine frequency distributions in

percentages, single correlations, and multiple correlations.

Data Collection Process

The current study was designed to analyze the responses
of home schooling parents as they indicated the reasons for
home schooling on a questionnaire distributed to them via
several home schooling organizations. During the Fall 1984,
three home schooling organizations agreed to randomly select
home schooling parents on their rosters who were conducting
home schooling during the 1984-85 academic school year. The
home schooling organizations were contacted by phone and
their cooperation was solicited.

Due to several concerns about governmental home
schooling regulations, the organizations' leadership were
reluctant to openly discuss the research topic. A personal

visit with these leaders produced genuine interest in the

68

study, along with their cooperation. (Appendix E, F). Given
the sensitive nature of the research topic, (some home
schoolers have been prosecuted for home schooling their
children), the mail survey by a second party was considered
less threatening than other survey methods. Two introductory
letters accompained each questionnaire (Appendix G). One
letter provided instructions to the participants of the
study. The home schooling organizations indicated that they
were also sent a letter of endorsement for the study.
Respondents were requested not to divulge their identity to
the home schooling organizations or the researcher.

Fifty questionnaires were sent to parents associated
with home schooling organization 'A'. Thirty
questionnaires were sent to parents associated with home
schooling organization 'B'. Twenty questionnaires were sent
to parents associated with home schooling organization 'C'.
After approximately three weeks, all the questionnaires that
had been received by the home schooling organizations were
sent to the person conducting the study.

The data generated by the home schooling parents
responses to the questionnaires were then tabulated,
computer analyzed, and presented via tables. A limitation of
the study would appear to be the percentage of
non-respondents to the questionnaire ( 42% ). However, seen

organization by organization, only the number of respondents

69

from one organization seems unacceptably low. To obtain
insights into the reasons for these low returns, the
researcher interviewed the leadership of each organization.
The reasons suggested for non-participation included: fear
of legal reprisals, feeling that home schooling was a
private matter, suspicious of any organized inquiry into
home schooling activities, and being unsure of the "real“
purpose of the research questionnaire. The researcher was
assured that those who responded ( 58%) did represent the

active home schoolers of their organizations.

DATA ANALYSIS PROCESS

The statistical tool used to analyze the data collected
during this study is the Pearson's Product-Moment
Correlation Coefficient Formula. This test was designed to
make possible group predictions that are accurate enough for
the purposes of this study:

Correlations ranging from .65 to .85 make
possible group predictions that are accurate
enough for most purposes. As we move toward the
top of this range, group predictions can be made
very accurately, usually predicting the proportion
of successful candidates in selection problems
within a very small margin of error. Near the top
of the correlation range individual predictions
can be made that are considerably more accurate
than would occur if no such selection procedures
were used. (Borg and Gall, 1979, p. 514)

The correlational method of analyzing data is
used for two major purposes: (1) to explore

70

relationships between variables, and (2) to

predict scores on a variable from one subject's

score on other variables. (Borg and Gall, 1979, p.

478)

The principal advantage is that it permits

one to measure a great number of variables and

their interrelationships simultaneously. (Borg and

Gall, 1979 p. 477)

The results of the questionnaire survey were analyzed
for: frequency of response to questions asked, the
correlation among variables, and in the responses to the
open-ended question (number 62), the particular results were

coded and frequency of concerns stated by the participants

were analyzed and presented.

Analytical Techniques

The analytical and descriptive techniques used in this
study were of two types: statistical, including frequency
distribution in percentages, single correlation, and
multiple correlation: and content analysis. The statistical
and analytical procedures used in this study are described

in the following sections.

Statistical Techniques

Descriptive or summary statistics were used as

techniques to analyze the data collected from responses to

71

the Parents Concerns Survey. Descriptive statistics were
used to organize and systematize large numbers of responses

into more convenient, understandable forms.

Purpose of Tabular Summaries

The purpose of tabular summaries is to provide easily
understood and appliable information as to the concerns of
the parents who home school their children. These data are
presented in percentages and rank by percentage. One of the
objectives of the study was to determine the correlations of'
concerns as indicated by the responses of home schooling
parents on the Parents Concerns Survey. The correlation
among parents' concerns were thought significant to
determine, among other factors, if parents of home schoolers
have concerns that warrant their home schooling their
children. Analysis of the responses in terms of reliability
and validity has been conducted in relation to Borg and
Gall's statement concerning acceptable levels of
correlations:

Correlations ranging from .20 to .35 ... show
a very slight relationship between the variables,
although this relationship may be statistically
significant...

Correlations ranging from .35 to .65 are
usually statistically significant beyond the one
percent level. With correlations around .50, crude
group prediction may be achieved.

Correlations ranging from .65 to .85...make
possible group predictions that are accurate

72

enough for most purposes. As we move toward the
top of this range, group predictions can be made
very accurately, usually predicting the proportion
of candidates in selection problems within a very
small margin of error....

Correlations over .85...indicate a close
relationship between the two variables correlated.
(Borg and Gall, 1979, pp.359-60)

Generally, the concerns show relationships above the
.65 level and according to Borg and Gall, correlations at
this level are sufficient for accurate prediction purposes.

The data compiled from the Parents Concerns Survey were
entered on prepared charts. The mean response and standard
deviation of each response were calculated on the basis of
designated values of: 1) strongly agree-~numerical value of‘
4, 2) agree--numerical value of 3, 3) disagree-~numerica1
value of 2, 4)strongly disagree--numerical value of l, and

5) not applicable--numerical value of 0.

Techniques of Content Analysis

Analysis of data in the study using the techniques of
content analysis provided valuable information yielded by
responses to certain questions on the survey instrument.
Hill and Kerber describe this process in the following
manner:

Content analysis research deals with the
systematic examination of current information-be

it written, spoken, mechanical, or portrayed in

art form-to provide data that might be
categorically classified and evaluated, and thus

73

provide a description and interpretation of a
situation or condition not otherwise describable.
(Hill and Kerber, 1967, p. 109)

Based on this definition, content analysis is of value
to researchers in the situation indicated below:

1. describing specific conditions that exist:

2. indicating possible trends or patterns extant

in the information being analyzed:

3. determining differences between stated

objectives and the practices that prevail: and

4. identifying attitudes, interests, and

orientations of people (Gural, 1972).

Related to the above, of particular importance to this
study are points two and feur. Data yielded by the survey
instrument indicating possible patterns of responses are
reported. The data gathered via the survey instrument have
been analyzed to determine whether or not parental concerns

changed parental behavior.

Rationale for Analysis of “Open-Ended“ Responses

”Open-ended“ items provide a frame of reference with
which to react without placing any constraint on the
reaction. They allow flexibility, depth, clarification, and
probing which may reveal significant information not

anticipated by the research design. In this study, question

74

number sixty-two (62) of the Parents Concerns Survey is an
"Open-ended" item. It provides an opportunity for home
schooling parents to state those concerns that influenced
their decision to home school their children. The responses
were examined by four individuals and frequency of concerns

was tabulated. These results are presented in Table 14.

Rationale for Particular Groupings of Responses

The collected raw' data were entered on a prepared
chart. The mean response and the standard deviation of each
reaponse was calculated on the basis on the designated value
of: 1) strongly agree-4, 2) agree-3, 3) disagree-2, 4)

strongly disagree-l, and 5) not applicable-O.

SUMMARY

This chapter on the design of the study focused on the
source of data, study population, selection process, data
selection, the survey instrument, theoretical background of
the survey instrument, data collection process, and data
analysis process. The products of the analysis of the data
and findings related to the present study form the basis for

the next chapter.

CHAPTER FOUR

ANALYSIS OF DATA AND DESCRIPTION OF FINDINGS

INTRODUCTION

The purpose of this chapter is to describe the
analytical and statistical techniques that were engaged in
order to address the concerns presented in Chapter I.

The data for this study, concerns of home schooling
parents, were analyzed in order to identify and report the
significant concerns which ultimately led the participants
of this study to home school their children. In addition,”
the data were viewed in terms of their value to the field of
education and to those who have an interest in the home

schooling movement.

FINDINGS

The findings reported in this section of the study were
based on the data compiled from the instruments and the
analytical procedures described in Chapter III. The
questions presented in Chapter I are related to the

findings.

75

76

CENTRAL QUESTION NUMBER 1

What common concerns about ordinary school curriculum
are related to the parents' decision to home school?

In this table, the typical school curriculum is
understood in terms of subjects taught (reading, writing,
and..arithmetic), and values taught. The following table
diSplays the parents' responses to curricular issues and

related values.

TABLE 1: School Curriculum Factors Influencing Parents'
Decision to Home School
I am home schooling because: Number Agree% Disagree%

Survey Question No:

6) Schools teach wrong values 56/57 98% 2%
10) I choose subject content 58/58 95% 5%
3) Schools not doing good job 58/58 86% 14%
61) Protect child from biased
evaluation 58/58 79% 21%
32) Schools not teaching values
as love of God and country 58/58 74% 26%
34) Anti-family values taught 58/58 74% 26%
33) Sex education methodology 58/58 56% 44%
38) School not teaching student
his rights a responsibility 58/58 53% 47%
20) I disagreed with school
curriculum 58/58 48% 52%
19) School not teaching reading,
writing, & arithmetic well 58/58 38% 62%
35) Pornographic literature
available in school 57/58 31% 69%
37) ”Pledge of Allegiance not
taught 58/58 27% 73%

42) School district financially
limited 58/58 13% 87%

77

This cluster of questions refers to moral and
cognitive issues. The parents' responses concerning school
curriculum factors indicate that they believe unacceptable
values were taught, rights and responsibilities were
neglected, cognitive skills were poorly taught, poor
methodology used when teaching sex education, religious
values were overlooked, and an unacceptable evaluation

system was used to determine gains in cognitive achievement.

78
CENTRAL_QUESTION NUMBER 2

What are the similarities and dissimilarities in the
religious values of the home schooling parents which caused
them to home school?

A set of questions was asked on the questionnaire that
relate to religious concerns of the home schooling parents
that might have caused them to home school their children.
Responses are reported in the following table.

Included in this set of responses are: parental
convictions about their religious value system, the refusal
to allow prayer in public schools, parents wanting to teach
the fundamentals of their religion, and personal

responsibility for teaching their children.

TABLE 2 Parents' Religious Values Influencing Decision To
Home School

I chose to home school because: Number Agree% Disagree%

Survey Question No:

41) Be primary source of moral

& intellectual influence 58/58 91% 9%
50) Teach fundamentals of my

religion 58/58 91% 9%
4) Public school morally

unhealthy 58/58 90% 10%
39) No absolute rights in moral

values in public schools 57/58 82% 18%
40) My religious conviction

about teaching my children 58/58 76% 24%

36) Prayer legally forbidden 58/58 50% 50%

79

The responses to this cluster of questions reveal the
parents' desires to impart to their children their personal
value system. Therefore, it is a parent-focused cluster of

questions.

80

CENTRAL QUESTION NUMBER 3

What are home schooling parents' concerns about their
children's social life which caused them to home school?

The following table provides the responses to questions
raised in the instrument to identify parental concerns

about the child's social life as a factor in choosing to
home school.

Included among this cluster of questions are peer
pressure factors, exposure to “wrong“ groups of kids, and an

exposure to undesirable literature and drugs.

TABLE 4 3: Socially Perceived Negative Factors Influencing
Parental Decision To Choose Home Schooling

I chose to home school because: Number Agree% Disagree%
Survey Question No:

6) To protect my child from

peer pressure 58/58 88% 12%
45) Children required to start

school too early 57/58 82% 18%
24) Of concern about other

childrens' influence 58/58 74% 26%
28) Private and public school

problems are the same. 58/58 69% 31%
22) Child not receiving enough

attention 58/58 60% 40%
29) I disapprove of busing

children 58/58 53% 47%

21) My child was bored at
school 58/58 41% 59%

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According to this table, the parents perceived these
concerns as negative social factors: 1) peer pressure, 2)
early school enrollment, 3) influence of child's friends,
4) not enough attention from the teacher, and 5) busing.
This cluster of questions is focused on the child and

potential social negative factors.

CENTRAL QUESTION NUMBER 4

Did these parents have some specific skills which they
wanted to impart to their children which caused them to home
school?

To determine if there were skills which the parents
wished to impart to their children, a set of questions was
asked that focused on the following: how to make decisions,
how to reason, how to analyze, and how to train

for a job.

TABLE 4: Skill Transference As A Factor
I chose to home school to: Number Agree% Disagree%
Survey Question No:

57) Encourage my child when

has difficulty in learning 58/58 98% 2%
58) Emotionally support child

in learning activities 58/58 98% 2%
48) Help my child learn how

to think and reason 58/58 98% 2%
46) Help my child learn how

to make decisions 57/58 4 98% 2%
47) Help my child learn how

to follow directions 58/58 95% 5%
49) Help my child analyze

and draw conclusions 58/58 93% 7%

The results of the data analysis as shown in Table 4
strongly indicates parents' concerns about cognitive skills
they wish to teach their children. They include: 1)

thinking, 2) reasoning, 3) making decisions, 4) following

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directions, and 5) analyzing and drawing conclusions. This
cluster of questions focuses on the child due to the fact
that the parent perceives that the child lacks these skills.

The parent may or may not be proficient in these particular

skills.

84

CENTRAL QUESTION NUMBER 5

What are the academic aspirations of these parents for
their children which might be an incentive for home
schooling?

In the following question the parents' aspirations for
the future of their children were included in terms of high

school completion, college education, and choice of career.

TABLE 5: Parents' Concerns For The Future Of Their Children
I chose to home school to: Number Agree% Disagree%
Survey Question No:

56) Follow the progress of my

child 55/58 100% 0%
60) Help my child select a

career 58/58 83% 17%
54) Better prepare him for

the job market 57/58 75% 25%
55) Help him mature before he

begins high school 58/58 69% 31%
53) Better prepare him for

college 58/58 62% 38%
51) Teach a family trade 58/58 33% 67%

Data analysis of the responses to the question above
indicate very strong concern about: l)evaluating the
progress of their children, 2) help their children select a
career, and 3) help them prepare for the job market. This
cluster of questions is focused on the parents, in as much

as it includes their aspirations for their children. They

85

all agree about their concern for the future of their
children and want to determine the positive outcome in their

lives through home schooling.

86

CENTRAL QUESTION NUMBER 6

What are some of the physical and emotional
disturbances which parents might have noticed in their
children which caused them to home school?

Within the questionnaire, parents were asked to respond
to specific questions concerning their child regarding

withdrawal symptoms and increase of anger.

TABLE 6: Negative Physical And Emotional Experiences Of The
Child As A Factor In Choosing Home Schooling

I chose to home school because: Number Agree% I Disagree%
Survey Question No:

11) My child had emotional

difficulty in school 58/58 45% 55%
13) My child became noticeably

more angry at home 58/58 35% 65%
14) Child was frequently sick 58/58 27% 73%
12) Child withdrew into self 58/58 26% 74%
16) Child often had nightmares 58/58 8% 92%

This cluster of questions is child-focused, meaning
parents are making decisions to home school as a response to
that which has happened to their children while attending a
typical institution of education.

Even though the responses are in lesser frequency, for
some parents, the reasons for home schooling are based on

perceived physical and emotional trauma that their child

87

experienced as a result of being schooled outside of the

home.

88
CENTRAL QUESTION NUMBER 7

What are the Specific indicators which show commitment
to home schooling on the part of home schooling parents?

On the questionnaire, the parents were asked to
indicate which parent does the majority of the teaching, the
approximate amount of money they spend per child per year,
and what types of home-based educational resource materials,
such as encyclopedias, dictionaries, and magazines, are
available to their children. Table 7 is divided into three
parts: 7-A) Family income and financial home schooling
expenditure, 7-B) Curriculum source and supplementary
educational resource material, and 7-C) Major teaching

person).

TABLE 7-A: Family Income (1984-85) 8 Financial Expenditure

For Home Schooling

INCOME

$15,000 and Under 22% of the Families
$15,000-$25,000 28% of the Families
525,000-530,000 17% of the Families
Above $30,000 29% of the Families
Not reported 4% of the Families

FINANCIAL EXPENDITURE PER YEAR PER CHILD

Under $300 78% of the Families
$500-$800 19% of the Families
$1000-$2000 2% of the Families

89

This table reveals the practical willingness of the
parents in terms of the financial expenditures. These are

parent-focused data.

90

TABLE 7-B: Curriculum Source and Supplementary Educational

Resource

 

CURRICULUM SOURCE

Beka Publishers 36% families
Bob Jones University Press 24% families
Christian Liberty Academy (school) 21% families
Rod and Staff Publishers (Mennonite) 19% families
Omega Publishers 7% families
Variety of other sources 48% families

Some families use more than one source

EDUCATIONAL RESOURCE MATERIAL

 

Dictionary 100% families
Magazines 90% families
Encyclopedia 74% families
Subscribe to National Geographic 67% families
World Atlas 57% families
Daily Newspaper 53% families

This table reveals the practical aSpect of the parents'
willingness to purchase educational curriculum and material
and their choice of curriculum source. These are parent-

focused data.

91

TABLE 7-C: The Major Teaching Person

MAJOR TEACHING PERSON

Wife 96%
Husband 2%
Grandmother 2%

This table reveals the practical aspect of the home
schooling strategy in which one of the parents devotes
his/her time to the instruction of the child. These are

parent-focused data.

92

CENTRAL QUESTION NUMBER 8

Are there any indicators in the background of these
parents which contributed to their decision to home school
their children?

The demographic data solicited specific information,
such as, level and type of education (Table 8-A), their
residency (Table 8-B), and their church membership (Table

8-C).

TABLE 8-A: Parents' Educational Level and Type

LEVEL OF EDUCATION Husband Wife
High School Graduate only 31% 31%
Some College 38% 31%
College Graduate only 14% 24%
Post College Graduate 17% 14%

TYPE OF EDUCATION Husband Wife
Private School 14% 5%
Public School 78% 83%
Combination Public/Private 9% 12%

Home Schooled 0% 0%

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TABLE 8-B: Residence Location

Families living in Rural area 41%
Families living in Suburban area 29%
Families living in Urban area 24%

TABLE 8-C: Church Membership

Husband 86%
Wife 90%

The demographic data in this table are parent-focused
and reveal that none of the parents had been home schooled.
These data also reveal that more than sixty six percent
(66%) of both the husbands and the wives have had at least
some college education. The data reveal that a high

percentage of both husbands and wives are members of a

church.

94

SUPPLEMENTARY STATISTICAL TABLES

The following tables 'present correlational findings.
Each table was devised to reveal data-based findings
supplied via the analysis of the supplementary questions of
the research.

In Table 9, the Pearson's Product-Moment Correlation
Coefficient Formula was utilized to determine the
relationship of the parents' responses to the various
questions raised in the instrument.

The raw data were transfered to computer softwareand
analyzed using Pearson's correlation format for each
variable. The necessary steps in finding the mean response,
the standard deviation for each response, and the "z"-score
were done by computer. (See Appendix H)

Correlations ranging from .65 to .85 make
possible group predictions that are accurate
enough for most purposes. As we move toward the
top of this range, group predictions can be made
very accurately...within a very small margin of
error. Near the top of this correlation range
individual predictions can be made that are
considerably more accurate than would occur if no
such selection procedure were used. (Borg and
Gall, 1979, p. 514)

The correlation indexes of .60 and above are reported

on the variables in Table 9.

95

TABLE 9
What relationship exists between parents' reSponses to
the various questions raised in the instrument? Correlation

Index Of .6 And Above On The Variables(See Appendix J)

CORRELATED VARIABLES CORR. IN.
survey Question No:

48) Ability to think a reason /49) Analyze &
draw conclusions .81

57) Encourage when difficulty learning / 58)
Support learning program .80

46) How to make decisions / 49) Analyze & draw
conclusions .80

56) Follow progress / 58) Emotionally support

in learning activity .70
47) Follow instructions / 48) Think a reason .70
46) Make decisions / 48) Think a reason .70
46) Make decisions / 47) Follow instructions .65

33) Sex education methods / 34) Anti-family values
taught .65

53) Better prepare for college / 54) Job market .65

32) Not teaching values of God & country /
34) Anti-family values .64

40) Religious conviction / 50) Teach fundamentals
of religion .60
It is difficult to interpret one set of human behaviors
as being the direct cause for another set of behaviors, but

the responses of these parents to particular questions seem

96

to have some relationship. The desire to inculcate cognitive
skills and religious value elements seems to correlate in a

positive, linear, and significant manner. (Borg and Gall,

1979)

97

TABLE 10

What relationship exists among parents' responses to
three clusters of questions in the instrument? (See Appendix
I)

To answer this, fifteen questions from the instrument
were divided into three variables of five questions each.
These variables are: 1) questions relating to parents'
desire to participate in the educational process of their
children, 2) questions relating to parents' apprehension
about what might happen to their chidlren if they were not
home schooled, and 3) questions relating to parents' vision
for the future of their children. (Appendix J)
Mathematically, Pearson's Product-Moment Correlation
Coefficient Formula was utilized (Appendix J). The results

are reported below.

TABLE 10: Correlation Indicators Of The Three Variables

CORRELATIONS CORR INDX
Anxiety WITH Participation 0.3575
Participation WITH Aspiration 0.3244
Anxiety WITH ASpiration 0.2503

It is evident from this table that the parents'
decision to home school. is based on many interrelated

causes. The low correlations among this cluster of questions

98

is important because it suggests that parents who home
school are attempting to act on their concerns related to
their children's needs. Thus, it would be expected because

these parents are meeting their children's needs, that low

correlations in these areas would appear.

99

TABLE 1 1

Which questions in the instrument did the parents

identify as their greatest concerns for home schooling?

TABLE 11: Questions With Highest Percentage Of ”Agree”
Responses

"AGREE" RESPONSES PERCENT
Question No.:

58 Emotionally support my child in his learning

activity 98%
48 Help my child learn how to think and reason 98%‘
46 Help teach my child how to make decisions 98%
57 Encourage my child when he has difficulty
learning 98%
5 Schools are teaching wrong assumptions 5
values 98%

Of the 61 questions, the above five reveal an
overwhelming consensus of agreement on why these parents
have chosen home schooling. It is apparent that the
cognative skill development of their children is one of
their main concerns, as well as providing emotional support

of their child.

100

TABLE 12

Which questions in the instrument did the parents
identify as non-applicable “concern“ for home schoolipg
their children?

The following five questions received the highest

non-applicable responses.

TABLE 12: :Questions With Highest Percentage of

“Not-Applicable” Responses

Survey Question No:

NOT-APPLICABLE RESPONSE PERCENT
30) My child did not like being bused 75%

15) My child had a frequent bed wetting problem 58.6%
18) My child was exposed to drugs 56.8%
51) Teach my child a family trade 44.8%
35) Availability of pornographic literature 44.8%

From the set of sixty one (61) questions, these five

received the greatest percent of "non-applicable” responses.

101

TABLE 13

Which questions in the instrument did the parents
identify as definitely NOT the reasons for choosing home
schooling?

The following five questions indicate those concerns
which did not have a significant influence on parents to

home school their children.

TABLE 13 Questions With Highest Percent "Dissqree' Response

DISAGREE RESPONSE PERCENT
42) My school district is financially limited 49%

31) My child hated school 43%

17) My child had a loss of appetite 37.9%
23) Because of physical danger at school as fights 36.2%
19) School not teaching the three "R's” 36.2%

Of the 61 questions, these five questions indicated the
concerns which did not have an influence on the parents to

home school their children.

102

TABLE 14

How frequently did home schooling pparents express
concerns about schooling as they responded to ”open-ended"
question number sixty two (62).

Question sixty two (62) was included to provide parents
with an opportunity to express any concerns not included in
the instrument, and to provide them with an opportunity to
express their personal reasons for choosing home schooling.
The parents' responses are tabulated in terms of frequency

of stated concerns and issuses raised.

TABLE 14 Issues sud Frequency Of Parents' Written Responses

ISSUES AND CONCERNS FREQ.
Social concerns for their children (peer pressure) 74
Lack of cognitive skills being taught 48
Religious values not being taught 43
Dissatisfaction with values being taught 42
Negative experiences with the institution 14
For economic reasons 5

The hand-written responses of the parents were
categorized into three groups and tabulated. It appears that
social concerns (child-focused), cognitive skill development
(child/school-focused), and value concerns (parent-focused)

were the most frequently expressed concerns.

103

SUMMARY OF STATISTICAL FINDINGS

The correlational findings indicate a strong desire on
the part of home schooling parents to participate in the
educational process of their children. Both concerns for
cognitive skill development and social issues seemed to be
the prominent concerns of home schooling parents. However,
the data revealed that the over riding curriculum concern
lies in the family and with the religious values which are
taught. (Table 1)

It is very interesting that, while. home schooling
parents reveal many concerns, the correlation between
concerns and anxiety is very low. Perhaps these low
correlations result because parents of school age children
are actively pursuing a means (home schooling) which lowers
anxiety and fear.

The ”open-ended" responses provided data which
correlate significantly with the concerns expressed on other
items of the survey instrumemt. Social concerns were the
most often expressed. Cognitive skill development is also
among the most frequently eXpressed concerns.

Furthermore, many of the parents' concerns are similar
in that they perceive imparting their religious values to

their children as a serious responsibility. They acknowledge

104

the fact that the typical educational instiutution is not
teaching the values they desire for their children.(Table 2)

The home schooling parents perceive the potential
social environment outside of the home as dangerous in terms
of peer pressure, the lack of adequate adult attention, and
the busing of their children. (Table 3)

Home schooling parents perceive the acquiring of
cognitive skills, such as thinking, analyzing, synthesizing
ideas, and following instructions as necessary for
meaningful participation in an industrialized society. The
parents feel the. present institutions of education are not
imparting these skills. (Table 4)

Another concern of home schooling parents centers
around their concern for the future of their children. These
concerns are revealed in their evaluation of their
children's cognitive skill development, and their concerns
for their children's career choices. (Table 5)

The data reveal that parents of home schooled children
do not believe their children have negative attitudes toward
educational institutions. This, therefore, was not a
dominent factor for home schooling. (Table 6)

Home schooling parents seem to be committed to the home
schooling through the allocation of resource appropriation

(Table 7-A), the purchasing of curriculum and educational

105

resource material (Table 7-B), and designation of personnel
(Table 7-C).

From the data, it is evident home schooling parents are
educated to the high school level and above. They all have
been educated at private or public institutions. None have
been home schooled. (Table 8-A) A majority of the families
reside in either urban or suburban areas. (Table 8-B)

Table 8-C reveals than a majority of both parents are
church members.

In order to check the relationship of the parents'
response between the variables of the instrument,
correlations were calculated. From these calculations, the
cognitive skill development factors and the religious value
factors positively correlated. (Table 9)

The data from the Parents Concerns Survey indicated
that most of the home schooling parents concerns could be
placed in three categories. These are: 1) the parents desire
to participate in the educational development of their
children, 2) the parents' aspirations for their children's
future, and 3) the parents concern about their children's

moral values. (Table 10)

106

SUMMARY

The analysis of data presented in this chapter will
form the basis for the Findings, the Conclusions,
Implications, and Recommendations to be presented in Chapter
Five. The questions posed in Chapter One will be answered
on the basis of data that have been presented in this
chapter, together with analysis of the Parents Concerns

Survey which is located in Appendix J.

CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

INTRODUCTION

This chapter is divided into three major divisions:
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. The SUMMARY
section reviews the Study Design and Procedures of the
study. The FINDINGS are summarized and the CONCLUSIONS of
the study are drawn directly from the findings of the study.
The RECOMMENDATIONS section applies the implications of the

conclusions to a Rationale For Future Research.

SUMMARY OF THE STUDY DESIGN

The study described in this research was designed to
analyze the responses collected from home schooling parents
using an eighty-three item researcher-constructed
questionnaire. There are eight central research questions.
All the questionnaire items relate in some way to these
central questions. The thesis question is: Why Are Parents

Home Schooling Their Children?

107

108

After a pre-test and a subsequent revision, the
questionnaire was mailed to a sample of a target population
in a mid-western state. Upon completion, the questionnaires
were returned, analyzed, and the findings reported.

This study was also designed to identify motives that
generate change. Pyschologists accept the existence of
motives, but of their origin, they disagree. Some claim that
motive is part of the individual's natural “make-up“ that
enhances the individual's tactics of survival. Others claim
it is a learned behavior that passes from generation to
generation. A 'third group' claims that. motivation. is a
cognitive function of the individual human being wherein the
person can learn to respond to survival needs by analyzing
and synthesizing many factors that affect survival. One of
the goals of this study was to address motivations in an
oblique fashion by attempting to identify concerns of
parents for their school-age children, which may have
motivated them to become involved in home schooling.

The growth of the home schooling movement in the last
decade or two indicates that parents who home school are
participants in a significant social change. Apparently, the
parents who home school are motivated to do so for several
reasons. This study was designed to discover, if possible,
some of the concerns that may have motivated parents to home

school their children.

109

Due to the nature of the study, and the absence of
documented research about the home schooling movement, an
exploratory research. design was selected. A. researcher-
developed questionnaire was used to survey home schooling
parents. The rationale for instrument development included:

1) Investigating whether the parents were responding to
the perceived needs of their own role as parents.

2) Probing whether external factors, such as the
typical school curriculum and social environment,
were concerns which caused the parents to home
school.

3) Attempting to discern whether the parents' hopes and
aspirations were concerns that induced the parents

to home school their children.

The data collected through the research instrument--The
Parents Concerns Survey--were tabulated, analyzed, and
reported. Each table was designed to accommodate data
pertaining to the the central questions raised in Chapter
One. Correlational analyses of the parents' responses were
presented in a supplementary table. Demographic data of the
home schooling parents were presented in a table by
percentages. Of significant importance were the responses to

an ”open-ended“ question (number 62) in which the parents

110

were asked to state, in their own words, those concerns that

caused them to home school their children.

SUMMARY OF THE FINDINGS

The conclusions of this study are based on the findings
presented. in. Chapter IV, and provide the basis for the
answers to the central questions posed in Chapter I. It is
important to state that these conclusions must be viewed as
tentative from this exploratory study. They are the result
of a researcher-developed survey instrument employed to
obtain data about the concerns that may have caused parents
to home school their children. A major outcome has been the

raising of questions for further in-depth study.

CENTRAL QUESTION ONE:

What common concerns about ordinary school curriculum
are related to the parents' decision to home school?

As the findings reveal, home schooling parents
expressed major concerns about the values taught in public
educational institutions. The data also indicate a strong
desire on the part of home schooling parents to participate

directly in the eduational process of their children.

111

CENTRALAQUESTION 2:

What are the similarities and dissimilarities in the
religious values of home schooling parents that caused them
to home school?

This question is related to the religious convictions
of home schooling parents. The home schooling parents
indicate a strong desire to be the primary moral and
intellectual influence on their children. They believe it is
their religious duty to both impart cognitive skill-training
and to communicate the fundamentals of their religion.' They
indicated that public schools are not teaching the moral
values that they uphold. In general, home-schooling parents

believe that public schools are morally unhealthy for their

children.

CENTRAL QUESTION 3:

What are home schooling parents' concerns about their
children's social life that caused them to home school?

There were seven research items clustered around
central question three. Eighty-eight percent of the parents
surveyed said they are home schooling their children so that
the children will not be affected by peer pressure.
Eight-two percent felt that public schooling began too soon

for most children, e.g., at age five. It is interesting that

112

75 percent of the parents expressed concern about other
children's influence on their children. Sixty-nine percent
of the parents' responses indicated that they believed
public and private schools have similar social problems.
Sixty percent of the parents felt their children did not
receive enough attention in public school. Busing was
disapproved by 53 percent of the parents, while 41 percent

said that their chlidren were bored in public school.

CENTRAL QUESTION 4:

Did these parents have some specific skills which they
wanted to impart to their children that caused them to home
school?

The tabulations of the responses to questionnaire items
related to central question 4 were presented. All six of the
questions are related to the parents assisting their
children in cognitive skill development, which includes
thinking, reasoning, making decisions, following directions,
and analyzing and drawing conclusions. The parents responded
to four questions at the 98 percent level, while two
questions were agreed with by 95 percent and 93 percent
respectively. It can be concluded, then, that parents who
home school desire to assist their children both emotionally

and cognitively.

113
CENTRAL QUESTION 5:

What are the academic aspirations of these parents for
their children that might be an incentive for home
schooling?

The question of parental concerns for the future of
their children is answered in terms of the attention given
to their children's academic progress and selection of a
career. Responses to survey item number 56 indicates that
100 percent of the parents follow the educational progress
of their children very closely. Evaluation of cognitive
skill achievement ranked high on the list of parental
concerns. Eighty-three percent of the parents actively take
part in selecting a career for their children. Seventy-five
percent of the parents home school so as to better prepare
their children for the job market. Sixty-nine percent of the
parents were home schooling to help their children mature
before they entered high school. Sixty-two percent expressed
that they thought home schooling would better prepare their
child for college. Finally, only 33 percent of the parents
were home schooling so that a family trade could be passed
to the next generation.

The responses to central question 5 indicate a strong
desire on the part of home schooling parents to assist their

children with cognitive and career selection skills.

114

CENTRALAQUESTION 6:

What are some of the physical and emotional
disturbances which parents might have noticed in their
children that caused them to home school?

The cluster of questionnaire items surrounding central
question number 6 are child-focused and deal with the
parents' perception of the emotional state of their
children. To the statement, “my child had emotional
difficulty in school,“ 45 percent agreed. Item 13 states
that, "my child became noticeably more angry at home due to
public schooling.” Thirty-five percent of the parents
indicated that an increase in the anger level of their
children was a concern which led them to home school. The
low percentage of agreement, 30 percent and less on items
pertaining to illness or frequent nightmares, did not seem
to affect positively the parents' decision to home school.
This cluster of questions is child-focused and responses
were from those whose children had attended a typical

institution of education before home schooling began.

115

CENTRAL QUESTION 7:

What ape the specific indicators that show commitment
to home schooling on the part of home schooling parents?

Home schooling expenditures, curriculum. sources and
supplementary educational resource material, and major
teaching person were items which were considered to be
indicators of commitment.

The actual expenditure per year per child varied across
those sampled. Seventy-eight percent of home schoOling
parents spend less than three hundred dollars ($300.00) per~
year per child. Nineteen percent spend from five hundred
dollars ($500.00) to eight hundred dollars ($800.00) per
year per child, while 2 percent expend one thousand dollars
($1,000.00) to two thousand dollars ($2,000.00) per child
per year.

Concerning curriculum source and supplementary
educational resource, more than half of the home schooling
parents use curriculum resources published for public
comsumption. Some parents use more than one source.
Forty-eight percent use a variety of curriculum sources.

Home schooling parents provide a variety of educational
resource materials for their children. This portion of the
data is parent-focused and reveals that 100 percent of the

homes schooling parents provide dictionaries for their

116

children's use. Ninety percent provide magazines.
Encyclopedias are available to 74 percent of the families.
The National Geographic is available to 67 percent of the
families. A world Atlas is used by 57 percent Of the
families. Fifty-three percent of the families receive a
daily newspaper. The parents seem committed to providing the
necessary educational resource materials for their children.

The major teaching person is the “wife,“ who does 96
percent of the teaching, while the ”husband“ does two
percent, and the "grandmother“ two percent. In this sample,
a committed, concerned adult is continuously involved in the

educational process of the home-schooled child.
CENTRAL QUESTION 8:

Are there any indicators in the background of these
parents that contributed to their decision to home school
their children.

The majority of home schooling parents are educated at
the high school level and above. From their responses, none
of the respondents has been home schooled.

Concerning the physical residence of home schoolers,

forty-one percent live in rural areas, 29 percent live in

suburban areas, and 24 percent of the families live in

urban areas.

117

Ninety percent of the home schooling mothers have
membership in a church, whereas 86 percent of the. home
schooling fathers are members of a local church.

What relationship exists between parents' responses to
the various questions raised in the survey instrument?
(Appendix I) The data clearly reveal a high correlation as
to the importance of the parents' anxiety that their
children not only achieve academically, but that they
develop cognitive skills that will prepare them for the job
market and pursuits in higher education.

An examination of relationships among parents'
responses to clusters of questions in the instrument
revealed low correlations: .35 - Anxiety with
Participation: .32 - Participation with Aspiration: and .25-
Anxiety with Aspiration. The conlusion is that, while the
correlations of concerns on the part of the parents is high,
their anxiety is low because these parents are actually
doing something to lessen the anxiety--home schooling the
child. In addition, it appears that the parents are
determined to participate directly in the education of their
children, with their aspirations for their children being
secondary factor. The low correlation index between anxiety
and aspiration is consistent with the above statement. The
parents of the target population have made a decision to

participate in the educational process of their children.

118

The following items were of greatest concern to home
schooling parents: "his learning activities, how to think
and reason, how to make decisions, when he has difficult
learning, and wrong assumptions and values." Ninety-eight
percent of the respondents revealed that these concerns were
among the highest for the home schooling parents. The
conclusion is that home schooling parents are very anxious
about the educational welfare of their children.

The following items were not significant concerns to
home schooling parents: busing to achieve racial balance of
classes, frequent bed wetting, exposure to drugs, passing on
a family trade, and exposure to pornographic literature.

The following items were up; concerns of home
schooling parents: the public schools are financially
limited, my child hated school, my child had a loss of
appetite, my child is in physical danger at school, and

schools are not teaching reading, writing, and arithmetic.

CONCLUSIONS

These parents are not opposed to education for their
children. They have made their own provision for education
through their home schooling activity. It appears that their
dissatisfaction lies in the school's curriculum and the

atmosphere surrounding the school.

119

Specifically, what these parents desire is for their
children to be taught their religious values and cognitive
skills. These, they perceive, are essential for the success
Of their children.

The public is well informed through the national and
local media of the many problems existing in the educational
institutions. Many parents are expecting the answers to
these problems to come from the institutions themselves. The
parents from. this survey were not willing to wait for
eventual solutions, but decided to personally take the
responsibility into their own hands and educate ~their
children at home. i

As the United States cultivates and accomodates a more
pluralistic value system, certain segments of the society
with specific religious values find their position to be
undermined. As a result of this, they resort to private
solutions. Not only do they wish to maintain their value
system, but they desire to propagate it to the generation to
come. For the parents of this survey, home schooling their
children seems to be an answer.

Social concerns (peer pressure being a main one) are
most important to home schooling parents, with the lack of
cognitive skills, religious values, and negative experiences
with educational institutions being of equal concern.

Economics were the least frequently stated concerns.

120

There are numerous concerns that have encouraged
parents to home school their children. The three most
prominant concerns are: the parents eagerness to participate
in the education process of their children, the parents
aspirations for their childrens' success, and the anxiety on
the part of home schooling parents expressed via these
responses to the concerns indicated on the survey
instrument.

Probably the most important conclusion drawn from this
study is ‘that home schooling jparents are declaring that
existing educational institutions do not meet their-
expectations. Therefore, they are creating an alternative--
home schooling. They are not against education, per se, but
are concerned about the negative social atmosphere that they
perceive is in most public educational institutions.

The home schooling movement is more of a questioning of
the performance of the educational institution than it is a

new innovation in the educational process.

RECOMMENDATIONS FOR FURTHER STUDY

Based on the results of this study, the following

questions are recommeded for further study:

1.

121

Can any benefits of home schooling be identified
which could not otherwise be gained through an
alternate means of education (longitudinal study).
Do home schooling parents have concerns that
ultimately affect the schooling of their
grandchildren? In other words, does the number of
grandparents teaching home schoolers increase as the
second generation of those home schooled emerges?
What academic achievement patterns are there that
might emerge from an in-depth study of home schooled
children? '

How do the concerns of home schooling parents about
their children and their education compare with the
concerns of non-home schooling parents?

How do the teaching methodologies used by home
schoolers contrast with those of persons
professionally trained in teaching methodology--
specifically, teachers who are teaching in public
schools?

What are the life achivements of the home schooled
in contrast to the life achievements of those from
a comparable population of non-home schooled

persons?

122

PERSONAL OBSERVATIONS

Perhaps the burgeoning of the home schooling movement
demonstrates one of the most important characteristics of a
democratic society, e.g., individuals can "do" something
about that which concerns them. Research of educational
institutions reveals that the individual differences of
students within these institutions are Often neglected for
the expediency of mass, uniform education. It would appear
that the low ratio of educator to student in the home
schooling situation could provide opportunities to meet some
of those individualized instructional needs. Probably the
most important aspect of the home schooling phenomenon is
that it provides an opportunity for both parents and
children to interact with one another in most areas of
life--especially, the teaching of spiritual values.

It is apparent that when some families in a society are
in crisis, they present a major social concern. In the midst
of this crises, the fact that these parents have made the
decision to home school their children is a positive factor
for which they should be commended. In addition, when the
trend is for many women to pursue their careers while
earning a living, home schooling mothers have “forfeited“

this option in order to devote their time and energy to

123

educating their children. For this, also, they are to be
commended.

Throughout the world, the dominant mode of socializing
a child is still the family institution. In the
industrialized countries, institutions, such as schools,
have been the primary socializing agent. Perhaps the home
schooling movement could cultivate positive relationships
between parents and children. These types of relationships
are predicated in the Old Testament when it states:

And He shall turn the heart of the fathers
to the children, and the heart of the children to

their fathers, lest I come and smite the earth
with a curse (Malachi 4:6: King James Version).

APPENDICES

DIRECTIONS:

‘ APPENDIX A

QUESTIONNAIRE

which best indicates your thought.

I. I have chosen home schooling because:

1.
2.

3.

10.

11.

12.

14.

15.

I love teaching
I want to teach my own children

I am dissatisfied with schools
not doing a good job

public school is morally unhealthy
for my children

schools are teaching wrong
assumptions and value

I like to protect my
children from peer pressure

I am convinced it is my
responsibility

it is my legal right to
teach my own children

I feel responsible for what
happens to my children

I am able to teach my
children as well as anyone

my child.had emotional difficulty
in school

my child.wss withdrawing into
himself

my child was becomfhg noticeably
more angry at homi‘ ’ "-

my child was frequently sick

my child had a frequent bed-
wetting problem

NA
NA

NA

NA

NA

NA

NA

NA

NA

NA

e
-S' ~D
c? épde
§7 6"*
Q q? 4?
<§
SD D
SD D
SD D
SD D
SD D
SD D
SD D
SD D
so. 9
SD D
SD D
SD D
SD D
SD D
SD D

Please'answer all the questions by circling the abbreViation

SA
SA

SA

SA
SA
SA
SA)
SA
SA
SA

SA

SA

SA

APPENDIX A can't.

I have chosen hone schooling because:

16.

17.

II.

19.

20.

21.
22.

23.

2h.

v.25.

26.

27.

28.

29.
30.

31.

32.

33.

36.

my child had frequent nightmares
ny child had a loss of appetite

my child was enposed to drugs

the school was not teaching
reading. writing. and arithsotic
adequately

I did not agree with tho school
curriculun

ny child was borad at school

ny child was not receiving
enough attention fron tho teacher

of physical danger at school such
as fights. kidnapping. etc.

I was concernod about the influence
his friends had on hin at school

my child was lining'with undesirable
children

financial pressure to provide
clothing. etc. which I felt I
could not afford

the alternativa. a private school.
is too enpensivo

private schools havs the samo
problems as public schools

I disapprove of busing children

ny child did not like being
bused

ny child um school ' ’

schools are not teaching
important values such as. lovs

of God and country

of tho way sen education is taught

anti-family values are boing
taught

125

{5? Q?‘
? O
~.§$ dag?
0Q V.
‘Sts ‘9<?
NA SD
NA SD
NA SD
NA SD
NA SD
NA SD
NA SD
NA SD
NA .30
NA SD
NA SD
NA SD
NA SD
NA SD
NA SD
'10. _30.
NA SD
NA SD
NA SD

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

. SA

SA

SA

33.
36.
37.

38.

3’9 .
ao .

Al.
62.

63.

AS.

56.

A7.
6..

59.

30.

SI.

AIPENDIX A can't.

I have chosen hone schooling because:

of the availability of pornographic
literature in school

prayor is legally forbidden in
public schools

public schools do not teach the
'fledge of Allegiance'

the public school does not teach
to the student his rights and
responsibilities

in tho public school there are
no absolute rights to noral values

of my religious conviction about
teaching sy children

I want to be tho priasry source
of moral and intellectual influence
in my child's lifo

ny school district is financially
linited and therefore unable to
provide satisfactory programs

my child was unable to attend a
neighborhood school

I an able to select the content
for tho various subjects

tho govarnmont requires children
to start school too young

havo chosem.homo schooling in order to:

holp sy child learn how to make docisions

help ny child learn hou to follow
instructions ' ' ‘

help ny child learn how to thinkand ‘
NONI” -

help ny child analyze and draw conclusions

teach the funds-ontals of my religious
beliefs

teach a fanily trado

126

NA

NA

NA

NA

NA

§

SD

SD

SD

SD

0

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

APPENDIX A can't.

«8’ .gadp g" .gA
I have chosen hone schooling in order to: ‘9’ «fit a: & 5o"
d§b€P ‘§N¢? ‘5? ‘9 ‘JP‘3
‘3 ° ° ‘3’ °’ ‘3’
52. be able to discipline ny child when I
think he nseds it . NA so 0 A SA
33. better prepare bin for college NA SD D A SA
36. better prepare bin for the job market NA SD D A SA
55. help his nature before he begins high
school NA SD 0 A SA
56. closely follow the progress of ny child NA S!) D A SA
57. encourage ny child whn he has difficulty
learning NA SD D A SA
58. enotionally support ny child in his
learning activities NA SD 0 A SA
59. teach ay child a right political ideology NA SD D A SA
60. help ny child select a carser which
suits hin NA SD 0 A SA
61. protect ny child from unfavorable
evaluation by the school NA SD 0 A SA
621' Please list three to five reasons for home schooling in your own words:

III .

 

b.

 

d.

 

 

P10“. couplets the follouing:

63.

65.
66.

“or of children in the household _ons Girls

 

labor of children hone schooled _ons _-_Oirls
Ages of children who are hone schooled a.__'b._ c._ c.__‘_ a.___
Is your hone schooled child physically handicapped? _Yes _No -

127

67.

70.

71.
72.

73.

7b.

75.

76.

77.
78.

79.
80.
SI.

62.

‘03.

APPENDIX A con't.

Check the progran(s) which your children catch on TV

Hr. Iogers _Prequently _Occas ionally Never
Seeane Street _Prequently _Occesionally hover
3 . 2 - l Contact _Prequently _Occasionally hover
heture (no) _Irequently _Occas ionally _hever

Iron which sources do you obtain your teaching natarials?

Please case the school or the publishers.

_Christian Liberty Acadaoy Jod and Staff _beka
_Iob Jones _Omega _Others

hho is the nain teacher? __hueband _hife __loth

hone schooling costs. per child
__$300 or less _SSOO-OOO __OlOOO-1200 hora

Check the following reading resources which you have in your hone

_Dictionary _horld Atlas
_lncyclopedia __Deily Newspaper
_hational Geographic _Other hagarines

Age of husband Age of wife .

 

 

Educational level of
husband ___high school grad. _Sone college _College grad.

hife __high school grad. _8ons college _College grad.

Post grad.

;_Post grad.

Type of schooling husband attended _fublic _Private _Conbination

_hone schooled

Type of schooling wife attended _Public _Privaco _Combi.nat".on

_hons schooled

hone location is _Urban _Suburban _lural
hone is _Ownsd _lented

Church Affiliation

husband Nader of a local church: __Yes _ho
hife Nader of a local church: _Yes __No

19“ incons of the fanily was _
_SISOOO I. under _SlS-25.000 _325-30.000 _Above $30,000

laphuonnt ' 3
husband _fuIl tine _Part tine _0nenployed
hife _lull tins _Part tine _Unenployed

128.

APPENDIX B

Psi-mt room emotions

lemmcmaflnqbramc:
1.1mm.
LIwmtbbathnyownm
7.Ianoonvinoedithnynadm3ty
B.Ithnyhgalrlqhtmtoachnyowndfldrm
9.1hlmdhbfuwhathqplitonydfldrm
lo.Ianahhn>tsachnychndmuwollumymc

26.!hmdalmtopwldsdothinq.otc.whh:h1fnlticoufl
notaffad

 

27.1'tn akanaadve.efivateschoobhmoarpnllve
40.0fnynligbnlomvicdmabouttaacmnydfldm
n.1wmtinbodnwarymdncnlmdhmloomal
Whaydfld‘shfis
«.Iamahhmsoloctthsomtmtfmmsvarlomnm

mimdaosmtonescmounqhocdorm:
“.hobuydfldmmwmmm
47.nolpnydfldlaamInwmfonowW
«.aalpnydxfldmtnwmmmw
49.3abnydfldmalyzenddrawomcmdal
SO.'roochu'ofmdcmmtalsofnynngiot-boncfs
51.1mhafamflytrllo
52.8cnbbtodbdpflncnyd1fldwhm1flunkInneodsit

Slanderprcpammmforconoge

129'

APPENDIX 8 can't.

54.3etterpreparetfimfiorthejabmarket
55.Helphimmatmebeforehebeginstfighscmol
%.Cbse1yfio]]owmeprogresofmychfld

57. Encourage my child when he hnsdifficulty learning
58.2mt1'ma11ysuppatmychfldin hisleaming activities
59. Teach myctfildan’ght political'xieology

60. help mychfldselectacareerwhichsuitshm

130

APPENDIX C

Child Poem Quations

‘I. I have chosen home schooling became:
6.1]1ketogxotectmyctfildrenfrompeerpresme
11. Mychildhademofionaldifficultyinschool
12. my child wa withdrawing into himself
13. Mychild was becoming noticeably more angry athome
14. Mychild we freqtmflysick
15. Mychildhadafreqmt bsdwetting problem
16. My child had frequent nightmares
17. Mychildhaialosofqapefits
18. Mychildwaexposedbodrug
30. Mychilddidnotlikebeingbmed
31. Mychildhatedschool

ILIhavechmenhomeschoolinginadert-o:
6].. Protect mychildfrom mfavorahle evaluatim bytheschool

131

APPENDIX 0
School Pocu Condom

LIhovocImsnhomcschoohngbcama:
3.1mcuadsoodwkh-smhnorddngagoodjobb
4.?thflccimlhmcranymmalbhyformychildrm
5.8Mmtsachingwrmg-umpdommdvahns
l9.‘l'tnn:hoolwumtbachingnadng.wddng.md
arithmedcdsqudaly
20.1dflnotaginowithmschonlcundcmnm
21.hychndw-buad&chool
22. hydnfldwunottuosivhgmaghatbmdmfronfin
toschsr
23. Offludcaldmgsrtduoolnachuflghts.
Minimum
24.Iwumdahoutdashflmoohbfdsnhhdm
25.hycluldw-miadngwithmddroahhclfldrm
28.Prlvatochoolshaveihssamepohlamapublic
schoob
”.Idbwovedbuingchndrm
32.8dmbarenottoactdngimportmtvahmsmachulove
afoul-admin
33. Ofths wayux educatim h taught
34. And-fannyvalnuaro baingtawht
35.0fthavailahflityofpornogrwhiclitaratmnMschool
36.?nyarblsganymhwblicm

132

 

APPENDIX D om't

37. Ptbficschoolsdonotmachme 'PbdgeofAIbgianoe'

38. Tremblicxhooldoesnotoeachtofluesuflenthis

39.1nthep4b1icschooltherearenoahsolnhedghtsto
moralvalnss

42. Mysctmldisntictisfinandanylimixed mdmerefore
mahbbogxovidesatisfactorypmgram

43.Mychi1dwasmahhhoat1endaneighborhoodschool

45. Thegovernmentrequires d'xfldrentostartschooltoo

mm

133

 

APPENDIX E

91h 8 Cherry Lane
East Lansing, NI h8823
July l9. l9 5

Dear Dr.

hy name is hamo Dibaba, and I am a graduate student at
hichigan State University in the College of Education.
he not once in the spring of '83 at holt, hichigan.
when you discussed home'schooling'issués.

In the fall of l98h I was at n - '~:vr in your office
requestion cc-operation regarding a research I am doing
on home schooling. Ibur secretary expressed a willing-
ness to receive the questionnaires. disseminate them.
collect them, and return then to me. I would like the
questionnaires sent to families in and around Ann Arbor.
I will cover any expense the office incurs in this
project.

how my proposal and questionnaires have been approved.
and I am ready for your help. I think an endorsement
letter from your office as to who I am and what I am
doing with the questionnaires will greatly facilitate
the responsi of the families. I believe many home
schooling parents are apprehensive about giving infor-
mation. and I understand the situation. Please read my
'cover letter about me.

If you have any questions. you may reach me at (517)355-8201.
Sincerely.

WW

(hr.) hamo Dibaba

134

 

APPENDIX F

91h 8 Cherry Lane
East Lansing. hI h8823
July lb, 19 S

 

Dear .

Thank you for the phone conversation we had and your will-
ingness and commitment to help me in this project.

l) If it works, I would appreciate it if you asked the parents
who come to the camp to fill the questionnaires there.
(Approximately 30)

2) Por the remainder. I.uill leave those for you to send.
)Approxinately 20)

3) I believe the cover letter you write on my behalf is
a crucial factor as to how people will respond to my
request. All information is confidential and will be
anonymous. There are to be no names on any of the
papers.

h) I am enclosing $30.00 for the initial expense and will
reimburse you for any added expense.
55 I would like you to be one of those who fill the form.

7

I look forward to hearing from you and greatly appreciate
your help.

Sincerely.

homo Dibaba

135

APPENDIX G

91b 3 Cherry Lane
East Lansing. hI h8823
July 16. 19 5

Dear heme Schooling Parents

My name is homo Dibaba. I am a student at Michigan State
University.

I am writing this letter seeking your assistance for a
research that I am doing on home schooling. This research
is part of the requirement towards a degree.

hy wife and I have been home schooling our three children.
ages In. l2. and 10. for the past six years.

I would appreciate it if you would please fill the question-
naires and send them to IhCh. (Self-addressed envelope
enclosed) All the information is confidential and will be

reported anonymously. DO NOT put your name on any of the
forms.

If you are interested in the outcome of this research, the
summary and findings will be sent to INCH for your informa-
tion.

I would like to express my appreciation to you for con-
sidering my request and filling the questionnaires.

. e

Sincerely. /. , '

(hr.) homo Dibaba

136

APPENDIX H '

fifteonqu‘iorsrelatingto'rahlc9

I. OW indicating prenu' enema to participate in dtfldren's education.
l.Iwanttotoachmyownd\ndren.
2.3aoaxnscfmyzeligimnoonvicfionaboutteacflngmyd1fldren.
3.Iwanttobnthe;dmuymdmoralandintellecuialinfluencein my

child‘slife.

 

4.1wanttobeahletndhddinemydfldwhmlfixinktmmeait.
5.1wmm‘mmemydfldwhmhohsdfncultyw.

mommdmm’mwfirummmekm.
l.Puh‘flcn:hod.hmca:anyuhealthyfamydiflrkcn.
2.Iliken>uotsctmydufld&ompssrm.
3. hydlndwasupcsedtotwa.
4.hychildwasmbdmwithmddreah1edxfldmn.
5.PrwectmychildfrommfavanhleevalmtionbymeschooL

mommmm'mumtammmm.
l.hslpmyclfldloarnhowmmaksdsdslsm. '
2.he‘lpmycl'fldloarnhowmfonowinmrucdom.
3.hdpmyd1fl.dloarnhowtothinkandreason.
A.Dm'prmaramycmdfaoonege.
hatterpreparemydfldhmefibmarket.

137

 

 

. I i|,.lillllllll.

 

 

Pariiripaiiea

APPENDIX I

(sperms damned balm Standardized 2 item

2 Crass Products

 

 

My!“ 0 1 0 2101 2111 2101 210102101 210102111 210102111
1 0.00 1.“ 1.50 '2.51 4.61 0.60 '1.60 4.30 1.50
2 1.50 1.60 1.67 4.00 0.00 0.“ 4.03 0.37 4.02
3 2.“ 2.“ 2.00 1.00 1.10 1.20 1.30 1.06 1.23
0 1.60 1.“ 1.67 0.10 4.61 0.05 0.16 4.52 4.12
5 2.00 0.20 3.00 1.00 ‘2.01 2.57 2.“ 4.10 '2.10
6 1.00 0.20 4.60 '1.16 ’2.01 '2.07 2.00 0.17 2.30
7 1.20 2.” 1.“ 4.71 1.10 4.01 .N 4.01 4.01
0 1.” 1.00 0.“ '1.16 4.61 '1.” 1.50 0.00 0.71
S 2.00 1e” 0e" 0e” 40.0 .0a« '0e0’ 0a“ 'OaD"

10 1.” 1.60 0.60 0.60 0.00 4.52 4.33 4.23 0.20
11 2.00 00” ..e” 3e” ’De!‘ 4.55 .1a0' 0001 4.20
12 1.00 1.00 2.” 0.60 0.00 1.20 0.02 0.11 0.06
13 1.75 1.20 1.50 0.52 4.26 0.60 0.30 4.17 4.10
10 0.00 1.60 0.00 '2.51 0.00 4.70 1.05 4.30 '1.00
15 1.” 1.“ 0.75 0.60 4.61 4.33 4.21 0.20 4.30
10 0a“ .0” Do“ is“ ..e" '1.” 8a., 1a” 1a”
17 1.“ 1.25 1.“ 0.60 4.10 4.01 .00 .N 4.11
10 1.50 2.“ 1.67 4.00 1.10 0.05 4.03 0.07 4.00
10 1.33 1.” 1.00 4.01 4.61 0.51 4.21 4.31 0.25
20 2.” 2.“ 2.00 1.00 1.10 1.20 1.30 1.06 1.23
21 2.“ 1.” 2.” 1.00 0.70 1.20 1.30 1.01 0.05
22 1.00 1.00 0.67 '1.16 4.61 4.00 0.50 0.27 0.71
23 1.60 0.20 1.“ 0.10 ‘2.01 4.01 .00 0.01 4.30
20 1." 1.00 0.00 0.60 4.61 4.” 4.50 0.00 4.30
25 2.” 0e“ 3e” 3e” ..e0. .s. 0.27 ‘Da“ ’0a"
26 1.“ 1.“ 2.“ 0.60 0.70 1.” 0.02 1.01 0.50
27 1a“ .0” .e‘, .e“ ‘2.01 ..e“ 4.20 ' 0a. .102.
20 1e” 0e“ 3e” .0 s3. ..s‘0 0.25 ..e” ..s 15 0.13
20 1a” 3a“ ..e” '°s00 40‘3 '1.” 0e“ De” 0.25
30 2.00 2.” 2.00 1.00 1.10 1.20 1.30 1.06 1.23
31 1.“ 1.60 0.00 0.60 0.00 4.70 4.50 4.30 0.20
32 1.50 2.” 4.00 4.00 1.10 '1.01 0.07 4.06 4.00
33 2.“ 2.“ 0.00 1.00 1.10 4.70 4.05 4.00 1.23
30 2.“ 2.“ 2.“ 1.00 1.10 1.3 1.30 1.06 1.23
35 1.20 0s“ De” ..e70 ..s‘0 ‘0 .00 0.70 0e“ 0e00
36 2.” 2.” 2.00 1.00 1.10 1.20 1.30 1.06 1.23

138

’-
-

"F:

APPENDIX I continued

 

 

 

 

Participatiea
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37 ta“ to“ 4s“ 0s” 3s0. .0e.0 .3sn '2.“ 3s”
a 1.10 1.00 1.01 0.10 4.61 0.05 0.10 4.52 4.12
39 2.00 1.50 1.20 1.09 0.16 0.25 0.21 0.07 0.20
00 1.00 1.00 1.00 -l.la -0.61 -0.0| 0.01 .00 0.11
01 1.00 1.00 1.00 4.21 1.10 -0.01 .00 -0.01 -0.30
02 1.00 2.00 2.00 0.60 1.10 1.20 0.02 1.06 0.72
03 1.00 1.00 0.67 '1.16 4.61 4.00 0.30 0.27 0.71

00 1.“ 2.“ 1.20 0.60 1.10 0.25 0.16 0.20 0.72
05 3a“ .a“ De" 0e3’ .3sD3 '1.” 4e“ 3a" 4.25
0‘ 1a“ to“ .007 .1e10 3a30 ..e“ 0a” '0a” '1.32

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51 1e“ 3e“ .s” ‘3a3‘ 0a” 4.33 0a” 4.26 4.01
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53 1.50 2.00 0.” 4.00 1.10 4.65 0.02 4.70 4.00
50 1.20 2.“ 1.25 4.71 1.10 0.32 4.23 0.36 4.01
$ 1.33 1.60 0.25 4.01 0.00 4.07 0.00 4.03 4.10
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50
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Misty with M1001" 12111 with 21111 0.2503
Partitipatiea aitt Aspiratiaa mm with 21111 0.3200

139

APPENDIX J

TABLB9 Ammmmmmmdmm
citrasafiamfliamdunquionwcacnlcmatsd. Thistahlewas
madetomaalthemsanmoraeandthohndardbviadmduda
mas. mmddgnatsdare'uonglyagzae'hflve.'agree'is
m.'mutra1'ishnoe.'disagree'istwo.and'miglydlsagroe'inme.

TADLE9 homecindimanalydsoorrdadmammgflvadaflm

Variable Cass Mean Std Dev
0 1 50 3.0310 .9932
Q 2 50 0.0310 .7972
Q 3 50 0.3103 .9216
Q 0 50 0.5000 .0219
Q 5 50 0.6379 .6127
Q 6 50 0.2201 .0992
Q 7 50 0.5000 .7700
Q0 50 0.5690 .7202
Q 9 50 0.0276 .0206
Q 10 50 0.3000 .7307
Q 11 50 3.3103 1.1115
Q 12 50 2.9655 1.0591
Q 13 50 3.1720 1.1261
Q 10 50 2.9655 1.0591
Q 15 50 2.5690 .0001
Q 16 50 2.7069 .0379
Q 17 50 2.5062 .7501
Q 10 50 2.7010 .0200
Q 19 50 3.1552 1.1010
Q 20 50 3.3793 1.0095
Q 21 50 - 3.3103 1.0060
Q 22 50 3.6720 .9900
Q 23 50 2.9130 1.1127
Q 20 50 3.9003 .9629
Q 25 50 2.9020 1.0512
Q 26 50 2.7201 .0502
Q 27 50 3.3000 LNSO
Q 20 50 3.6720 1.0155
Q 29 50 3.5062 1.0093
Q 30 50 3.1720 .7200
Q 31 50 2.9003 1.1109
Q 32 50 0.0062 1.1127
Q 33 50 3.0621 1.0670

0140'

so." "2|; 1|. —

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APPENDIX J Continued

4L2241
3.1897
3.4483
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4.2241
4.2069
4.5172
1L4655
2.6207
4.4483
4.1897
4.4655
4.3621
4.5345
4.5172
4.4310
3.2414
4L2241
3.7759
ALOOOO
3L8448
4.3966
4.6207
4.6034
3.7759
4L3207
4.0345

.9559
1~0672
111573
1.0137
1.1879

.9920
110045

.7069

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.7213

.6535

.9815

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.4895

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1.0095

.8600

.9727

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YOUNG, MICHAEL F. D. (ed.) (1971) Knowledg:e and Control,
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STATE UNIV. L

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