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Social Adjustment to College: Homeschooled and Traditionally

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Hannah Watson

on 4 December 2013

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Transcript of Social Adjustment to College: Homeschooled and Traditionally

Social Adjustment to College: Homeschooled and Traditionally Schooled Students
Literature
Hypothesis, Variables, & Predictions
How Study will be Conducted
Purpose
Homeschool Stereotypes
Transitional Experiences of Homeschooled Students
College success of Students from Three High Schools Settings
Participants
Procedure
Materials
References
A general misconception of homeschoolers is that they are unsocialized and will have trouble socially adjusting to college. Many studies have been conducted on this topic and seldom have found this to be true
Research Questions
How does the background of previously homeschooled students affect their social adjustment to college life as compared to traditionally schooled students?
Are there differences in their backgrounds that affect their social adjustment to college lifestyle positively or negatively?
Do interactions with people of all ages help with future social adjustment?
A study conducted by Drenvosky & Cohen in 2012 sought to defy stereotypes of homeschoolers by studying the social adjustment of college students who were homeschooled in high school.
They used two scales, Rosenberg Self-Esteem Scale and Center for Epidemiological Studies-Depression Scale (CES-D), as well as a questionnaire containing questions of the student's socialization and extracurricular activities both pre and post college.
When comparing the two groups, they did not find significant differences in either groups, concluding that homeschoolers socially adjust to college in similar ways of traditionally schooled students
This study was conducted by Bolle, Wessel, & Mulvihill (2007) and they were interested in transitional experiences of college students who were from homeschooled high schools.
They used Tinto's model of transition which has three stages: separating, transition, and integration. This model deals with the students assimilation into the college community.
A sample of 4 students were used and each was interviewed according to a set of questions that was reviewed by experts who have experience working with home schooled students.
Using previous research pertaining to Tinto's model with traditionally schooled students, Bolle, Wessel, & Mulvihill found no significant difference in the transition experiences of homeschooled students than traditionally schooled students.
Finally, a study headed by Sutton and Galloway in 2000 followed the college success of students from three different high school settings. These settings were private school, public school, and homeschool.
They were interested in if each of these school settings were indeed preparing students for college and their future.
Using a large sample of undergraduates, they tested 40 independent variables using records of student obtained with permission. 33 of these 40 were found to be insignificant, but the remaining seven variables showed weak significance.
There was very little if no difference in any of these groups, and they were prepared for college.
Homeschooled students as compared to traditionally schooled students will socially adjust to college in similar ways.
This is because homeschooled students participate in extracurricular actives and interact with many people of all ages.
Convenience sample from the university consisting of homeschooled and traditionally schooled students. They ideally will be freshman, but because of a predicted small number of respondents, all levels will be used. Second semester freshman are the ideal participant because this is the time where adjustment is almost complete.
Bolle, M., Wessel, R. D., & Mulvihill, T. M. (2007). Transitional experiences of first
year college students who were homeschooled. Journal Of College Student Development, 48(6), 637-654. doi:10.1353/csd.2007.0059
Drenovsky, C. K., & Cohen, I. (2012). THE IMPACT OF HOMESCHOOLING ON THE ADJUSTMENT OF COLLEGE STUDENTS. International Social Science Review, 87(1/2), 19-34.
Fisher, C. (2009.).Center for Epidemiologic Studies Depression Scale (CES-D): An Excellent Free Psychological Screening Instrument For Major Depression. Retrieved from http://www.bmedreport.com/archives/7139
Jones, P., & Gloeckner, G. (2004). Perceptions of and Attitudes Toward Homeschool Students. Journal Of College Admission, (185), 12-21.
Medlin, R. G. (2013). Homeschooling and the Question of Socialization Revisited. Peabody Journal Of Education (0161956X), 88(3), 284-297. doi:10.1080/0161956X.2013.796825
Radloff, L. S. (1977). Center for Epidemiological Studies Depression Scale. doi:10.1037/t02942-000
Ray, B. D. (2013). Homeschooling Associated with Beneficial Learner and Societal Outcomes but Educators Do Not Promote It. Peabody Journal Of Education (0161956X), 88(3), 324-341. doi:10.1080/0161956X.2013.798508
Robinson, J.P., Shaver, P. R., Wrightsman, L. S. (Eds.). (1991). Measures of Personality and Social Psychological Attitudes: Volume 1: Measures of Social Psychological Attitudes. San Degio, CA: Academic Press
Rosenberg Self- Esteem Scale. (n.d.). Retrived from http://www.yorku.ca/rokada/psyctest/rosenbrg.pdf
Saunders, M. K. (2009). Previously homeschooled college freshmen: Their first year experiences and persistence rates. Journal Of College Student Retention: Research, Theory And Practice, 11(1), 77-100. doi:10.2190/CS.11.1.e
Sutton, J. P., & Galloway, R. S. (2000). College success of students from three high school settings. Journal Of Research & Development In Education, 33(3), 137-146.
Like Drenovsky and Cohen, I will also use the Rosenberg Self-Esteem Scale and the CES-D scale to partially measure social adjustment. A questionnaire is also administered. This contains questions about the students participation in extracurricular activities and social interaction both before and during college. Of course, a consent form will be given first and foremost
In order to counterbalance, all participants will first be given their consent form which they must sign before following through the rest of the study. Next the Social and Extracurricular Activities Questionnaire, which includes a demographics questionnaire. Following these are the Rosenberg Self-Esteem Scale and the CES-D. Finally, after participants have finished, they will be thanked and given extra credit if the professor permits.
Independent: Background of the students
Levels: Extracurricular and social activities
Dependent: Social adjustment of the students
Measured by self-esteem scale, depression scale, and involvement in the college community
Full transcript