Socialisation

Socialisation is of particular interest to home educators. Because there is a great deal of controversy concerning this issue among those uninitiated to home education, it is important to deal with this matter.

Richard Medlin (2000), the Professor of Psychology and Chair of the Department of Psychology at Stetson University, Florida, states that different people refer to different phenomena when they refer to the word socialisation. Some of those meanings include: social activity, social influence or social exposure. Medlin agrees that all of these may be a part of socialisation; however, he adopts Durkin’s definition of socialisation. Durkin (1995) defines socialisation as:

“the process whereby people acquire the rules of behaviour and systems, beliefs and attitudes that equip a person to function effectively as a member of a particular society” (p.614).

He (Durkin, 1995) believes that this takes place as children participate in “daily routines which immerse them directly in the values of their community” (p.618).

Shyers compared the problem behaviour of 70 traditionally schooled and 70 home educated students aged eight, nine and ten. Shyers (1992) found that the home educated students’ problem behaviour rating was within accepted norms, whereas the problem behaviour rating of traditionally educated students was twice to three times higher than accepted norms. Shyers (1992) concluded that:

“traditionally schooled children tended to be considerably more aggressive, loud and competitive than were home schooled children of the same age. … This finding supports the belief held by home school proponents that home schooled children are socially well adjusted.” (p. 6)

Below are the results of Shyers’s research.

Problem Behaviour Rating - Shyers 1992
Normal Problem Behaviour Rating = 0-6

Shyers (1992) found that the problem behaviour of traditionally schooled students far exceeded the accepted norms of human problem behaviour, which ranged from zero to six.  He concluded his study by suggesting that there needs to be further research into the social adjustment of traditionally schooled students. In the light of the above research, Taylor's conclusion (1986) is plausible, "few home-schooling children are socially deprived" (p.161).  

There are many more examples of research into the socialisation of home educated students.  Harding (2007) mentions some of these in detail.  It is true that home educated students are just normal students, who exhibit normal social behaviours.  However, to say that home educated students are not well socialised is an uninformed generalisation, which is contradicted by much scholarly research and anecdotal evidence.  

One of the strengths of good socialisation which Australian Christian Home Schooling (ACHS) emphasises, is the development of positive character traits in our students.  For this reason, ACHS uses Christian curriculum, which encourages students to develop good character.  Our curriculum exposes students to the positive character traits of honesty, kindness, courage, friendliness, service etc.  These character traits are typical of the character of Jesus.  Our courses assist students to understand these character traits and to aspire to them, in partnership with the Holy Spirit.  In this way we seek the positive socialisation of our students.

References

Durkin, K. (1995). Socialisation. In A. S. R. Manstead & M. Hewstone (Eds.), The Blackwell Encyclopedia of Social Psychology (pp. 614-618). Cambridge, MA: Basil Blackwell.

Harding, T.J.A. (2007). The growing home education phenomenon: Moving forward to the past.  Paper presented at the First National Home Education Conference, 2007: Brisbane, Sydney, Port Sea, Adelaide and Launceston, Australia; Australian Christian Academy School of Distance Education, Brisbane, Australia.

Medlin, R. G. (2000). Home schooling and the question of socialisation. Peabody Journal of Education, 75(1&2), 107-123.

Shyers, L., E. (1992).  A comparison of social adjustment between home and traditionally schooled students. Home School Researcher, 8(3), 1-8