Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Educational Leadership & Policy Studies

Date of Defense

11-28-2017

Graduate Advisor

Dr. Matthew Davis

Committee

Dr. Thomasina Hassler

Dr. Kimberly Allen

Dr. Carl Hoagland

Abstract

This study explored and identified in what manner social learning prepares African- American parents to homeschooling. African-American parents seek information to educate their children; however, there is no universal process that can assist an early stage homeschooler on what information is needed to deliver content strategies for learning. The importance of social interaction coupled with adult education is recognized as a connection. In other words, information learned via a collaborative and self-taught manner allows homeschool parents to come together to share their knowledge with aims of assisting other parents in the home education process. Homeschoolers are faced with a daunting task of educating their children, but they must find mechanisms that will assist them in learning what they need to teach. These problems include the limited guidance in gathering information, no true rubric of categories too basic for their knowledge, and self-encouragement. Studies have examined homeschool education and the labelling of its instructional styles; unequivocally few studies have discussed the social and adult learning aspect of the parents in gathering material to teach at home. This research study used an exploratory qualitative approach to conduct face-to-face, semi-structured individual interviews with ten African-American homeschool parents to gain a better understanding of what steps these homeschool parents took and how they learned during the process of educating their children at home. Three major themes and six subthemes emerged from the experience of the ten participants in this study.

Available for download on Saturday, December 08, 2018

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