Why Do Parents Homeschool? A Systematic Examination of Parental Involvement

Datos Bibliográficos

ID9729650
AutoresChrista L Green (Vanderbilt University, Nashville, TN, autor de correspondencia), Kathleen V Hoover‐dempsey (Vanderbilt University), Kathleen V Hoover-Dempsey (Vanderbilt University, Nashville, TN)
Año2007
Volumen39
Número2
Páginas264-285
Fecha de publicación2007-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124506294862
OpenAlexW2066253186
IdiomaEN
Citas recibidas24
Referencias citadas28

Although homeschooling is growing in popularity in the United States, little systematic research has focused on this population. Grounded in the parental involvement literature, this study examines why parents decide to home-school. Parents of 136 homeschooled elementary children completed questionnaires assessing constructs derived from the parental involvement literature and personal beliefs identified in the homeschooling literature as important to parents’ decisions to homeschool. Results suggest that home-schooling parents appear to be motivated by an active role construction, strong sense of efficacy for helping the child learn, and positive perceptions of life context. Homeschool parents’ beliefs about the values, content, adequacy, and methods of public school education appear to be implicated less strongly in their decisions. Findings are discussed with reference to the development of a systematic and theoretically grounded knowledge base on parents’ motivations for involvement in their children’s education

Context (archaeology · Developmental psychology · Grounded theory · Perception · Popularity · Population · Qualitative research · Social science · Sociology · Diverse Education Studies and Reforms · Family and Disability Support Research · Medicine · Parental Involvement in Education · Psychology · Social Psychology