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A Heuristic Inquiry Into the Stress That Home Educators Experience A HEURISTIC INQUIRY INTO THE STRESS THAT HOME EDUCATORS EXPERIENCE by Jennifer Lynn Rathmell Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the EDUC 990 Course Liberty University April, 2012 A Heuristic Inquiry into the Stress that Home Educators Experience by Jennifer Lynn Rathmell A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA April, 2012 APPROVED BY: Gail Collins, Ed.D., Committee Chair Joan Cox, Ph.D., Committee Member Daniel B. Lancaster, Ph.D., Committee Member Scott Watson, Ph.D., Associate Dean, Advanced Programs 2 ABSTRACT The purpose of this study was to gain a better understanding of the stress that families incur when they choose home education as their primary educational method. Extensive studies exist regarding stress that traditional education teacher’s experience. However, the research on stress experienced by parents who are the primary educators of their children is limited. This study endeavored to provide insight and add to the home- education body of research. Using a heuristic inquiry research design, nine home educators participated in four data collection methods: a homeschool questionnaire, The Occupational Stress Inventory – Revised (OSI-R), a focus group, and individual interviews. The data revealed five primary unique home education stressors: (a) overwhelming responsibility, (b) dealing with behavior and discipline, (c) choosing curriculum, (d) stereotypes and stigmas, and (e) distractions and extracurricular activities. Additionally, the research revealed five primary flourishers in the home education experience. These included: (a) control and freedom, (b) poignant moments, (c) the right curriculum, (d) supportive spouses, and (e) the greater homeschooling community. Descriptors: Homeschool, home education, stress. 3 DEDICATION This accomplishment is largely the result of the two most significant men in my life. My father, a gifted writer and educator, passed on both the joy of learning and writing to me. These gifts provided the fertile soil in which this pursuit was grown. Additionally, the twinkle in his eye when he looks at me gave me the courage and confidence to complete this task. Dad, thank you! My father once told me that I “married a great man.” He could not be more accurate in the assessment of my soul mate and best friend. My husband has borne the weight of this degree in immeasurable ways and has yet to complain. The costs, literally and figuratively, were carried with unrivaled godliness and patience. Buddy, your love and joy at seeing me flourish are the strength of my heart and my love for you is stronger than ever. I love being your wife and cannot thank you enough for all that you have done throughout this process. I love you…always and forever. My children have also endured a distracted mother, despite my best efforts…Adrianne, Jack, and Megan – this degree rests in the shadow of my love for you…you are my joy and crown and I love being your Mom. No other title is more precious to me. Speaking of Moms, this degree arrives during the 7th year of mine walking the streets of gold. Without her “Iowa farm girl” strength and rigorous trust in the Lord, these days would have been impossible. Mom, while I cannot take this degree with me, the moments I feebly trusted the Lord in this process have provided a treasure that will not rust or decay – and we will share those together someday. Above all else, Soli Deo Gloria. ACKNOWLEDGEMENTS To Dr. Collins: Your support, help, kindness, firmness, soft rebukes, and friendship that persevered through opposite time zones were the best part of the educational pursuit. My experience with you will forever be etched in not only my educational aspirations, but more importantly, in my heart as an educator. You have made a difference in my life and I thank you. To Dr. Cox and Dr. Lancaster: Thank you for rounding out my committee with words of encouragement along with a very patient tutelage of the difference between active and passive voice! I thank you both. To my co-researchers: Thank you for being vulnerable and willing to share your experiences with, well, the world…may God take your heart of help and multiply it to encourage and strengthen home educators around the globe. And lastly, to my educational heroes, my Aunt Buzzy and Aunt Barb….you both have shown me how education can change people from the inside out. You have wielded this holy honor with joy and trembling, while simultaneously making it look easy. If I have the joy of impacting as many people as you have for the Kingdom of God, I will consider my life absolutely full to overflowing. 5 Table of Contents ABSTRACT ........................................................................................................................ 3 DEDICATION .................................................................................................................... 4 ACKNOWLEDGEMENTS ................................................................................................ 5 LIST OF TABLES ............................................................................................................ 12 LIST OF FIGURES .......................................................................................................... 13 LIST OF TERMS .............................................................................................................. 14 CHAPTER ONE: INTRODUCTION ............................................................................... 15 Background ....................................................................................................................... 15 Situation to Self ................................................................................................................ 17 Problem Statement ............................................................................................................ 20 Purpose Statement ............................................................................................................. 20 Significance of the Study .................................................................................................. 21 Research Questions ........................................................................................................... 22 Research Plan .................................................................................................................... 22 Initial Engagement ................................................................................................ 23 Immersion into the Topic ...................................................................................... 23 Incubation ............................................................................................................. 23 Illumination ........................................................................................................... 24 Explication ............................................................................................................ 24 Culmination of the Research in a Creative Synthesis ........................................... 25 Delimitations ..................................................................................................................... 26 CHAPTER TWO: LITERATURE REVIEW ................................................................... 27 6 Theoretical Framework ..................................................................................................... 27 Sociocultural Theory ............................................................................................. 27 Social Cognitive Theory ....................................................................................... 30 Cognitive Relational Theory of Stress .................................................................. 33 Review of Literature ......................................................................................................... 34 History of Homeschooling .................................................................................... 35 Demographics ....................................................................................................... 36 Academic Achievement ........................................................................................ 37 Advantages and Disadvantages ............................................................................. 39 Motivations to Homeschool .................................................................................. 41 Stress in Traditional Education ............................................................................. 44 Internal Stress Issues in Traditional Education ..................................................... 45 External Stress Issues in Traditional Education .................................................... 49 Summary ............................................................................................................... 53 Stress in Home Education ..................................................................................... 54 Internal Stress in Homeschooling ......................................................................... 56 External Stress in Homeschooling ........................................................................ 57 Research Regarding Stress in Homeschool .......................................................... 58 Online Resources .................................................................................................
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