Home has greater influence than that of school in socialization of a child explain in 300 words
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This article reviews recent research on homeschooled children’s socialization. The
research indicates that homeschooling parents expect their children to respect and get
along with people of diverse backgrounds, provide their children with a variety of social
opportunities outside the family, and believe their children’s social skills are at least as
good as those of other children. What homeschooled children think about their own
social skills is less clear. Compared to children attending conventional schools, however,
research suggest that they have higher quality friendships and better relationships with
their parents and other adults. They are happy, optimistic, and satisfied with their lives.
Their moral reasoning is at least as advanced as that of other children, and they may be
more likely to act unselfishly. As adolescents, they have a strong sense of social
responsibility and exhibit less emotional turmoil and problem behaviors than their peers.
Those who go on to college are socially involved and open to new experiences. Adults
who were homeschooled as children are civically engaged and functioning competently
in every way measured so far. An alarmist view of homeschooling, therefore, is not
supported by empirical research. It is suggested that future studies focus not on outcomes
of socialization but on the process itself.
Homeschooling, once considered a fringe movement, is now widely seen as “an
acceptable alternative to conventional schooling” (Stevens, 2003, p. 90). This
“normalization of homeschooling” (Stevens, 2003, p. 90) has prompted scholars to
announce: “Homeschooling goes mainstream” (Gaither, 2009, p. 11) and
“Homeschooling comes of age” (Lines, 2000, p. 74). It has become so
“unremarkable” (Stevens, 2003, p. 90), that one author claims, perhaps a bit too
confidently, “everybody knows somebody who is teaching a child at home”
(Gaither, 2009, p. 11).
Despite this popular acceptance, homeschooling remains controversial. For
example, it has been argued (most articulately by Reich, 2005) that homeschooling
permits a kind of “parental despotism” (p. 113) so absolute that children may “fail
to develop the capacity to think for themselves” (p. 114). They may grow up to be
“unfree” (p. 114) and “civically disabled” (p. 111), and a pluralistic democracy
such as ours depends upon citizens who are “self-governing and self-determining
persons” (p. 113). According to this view, only governmental regulation that
“requires exposure to and engagement with . . . social diversity” (p. 113) can
ensure protection from “the civic perils of homeschoolin