This applied dissertation was designed to explore the lived experiences of homeschooled students and to learn the perceptions they have on their social, emotional, and academic skills development. It also examined their views toward homeschooling as a practice. The researcher interviewed nine homeschooled students from a homeschooling facility in southeast Florida. A semi-structured approach to explore their beliefs and practices toward engaging with peers, adults, and authorities other than their parents was utilized. Their interactions and activities were examined to determine the essence of their experiences. The researcher aimed to learn if homeschooled students harbor the same perceptions that critics possess—that homeschooled students are socially and emotionally impaired. An analysis of the data revealed that the homeschooled students believe they are well-socialized, self-aware, and well-educated. Many of the participants thought they were more socialized and emotionally stable than their public and private school peers, relishing the numerous field trips and extracurricular activities they participated in, the deep connections and bonds they forged with others, and their advanced academic rigor. The results further demonstrated that homeschooled students developed an intrinsic motivation for learning due to their active participation in the planning of their lessons and learning process.
| Date of Award | Jan 1 2024 |
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| Original language | English |
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| Supervisor | Roslyn Doctorow (Supervisor), Katrina Pann (Advisor) & Kimberly Durham (Advisor) |
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