Abstract
The purpose of this study was to determine whether home school or public school settings best fostered positive student socialization. A second purpose was to determine to what degree student socialization was affected by instructional time at school, and by parent time at home. Procedure. The Self-Perception Profile for Children (Harter 1985) and the Adaptive Behavior Inventory for Children (ABIC) (Mercer and Lewis 1982) were given to 61 students, ranging from 9 to 11 years old. Parents and teachers reported the amount of individual time they spent with students during instructional and non-instructional activities. Findings. No significant differences were found in non-instructional time, self-esteem scores, or in ABIC subscales of: peer relations, nonacademic school roles, earner/consumer, and self-maintenance. No significant correlations existed between self-esteem and instructional or non-instructional time spent with children. Students in home schools, however, scored significantly higher in the family, community, and average scores of the ABIC, and home school parents spent more time instructing students. A significant positive correlation was found between the ABIC family subscale and teacher instructional time. Conclusions. A larger sample could show more significant differences. Self-esteem is affected by factors not measured in this study. Concerns regarding home schooling deficiencies are not warranted. Socialization of children in home schools is effective without exposure to large groups of children, and is more related to instructional time than non-instructional time. Home school parents are imparting positive family socialization, which is not inferior to the public school culture. Recommendations. Public school officials should be less concerned about student self-esteem in home schools, and objective measures are recommended if social development is a concern. An individual teaching style is recommended in public schools. Parents of public school children should supplement their child's education by giving instruction in the home. Communication between public school personnel and home schools should increase to better understand differences, and for a smoother transition from one setting to the other.