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- A to Z DVD Library
- DVD rental and purchase
store
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- Morning by Morning: How We Home-Schooled Our
African-American Sons to the Ivy League
by Paula Penn-Nabrit
- Subtle but pervasive racism at public and private schools
spurred the Nabrits to homeschool their three sons, an option
seldom taken by black parents. The author examines the forces
behind the reluctance of black parents to homeschool as well
as the mounting pressures to consider it.
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- Freedom Challenge: African American Homeschoolers
by Grace Llewellyn (Editor)
- Why don't more African Americans school their children at
home? By many accounts, there is every reason to avoid public
schools, with their low academic expectations for black children,
their general avoidance of black history, and their reputation
for violence and negative peer pressure.
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- The Teenage Liberation Handbook : How to Quit
School and Get a Real Life and Education
by Grace Llewellen
Llewellyn urges teens to turn off the TV, get outside, and turn
to their local libraries, museums, the Internet, and other resources
for information.
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- The
Ultimate Book of Homeschooling Ideas: 500+ Fun and Creative Learning
Activities for Kids Ages 3-12
by Linda Dobson
- Paperback - November 2002
- Look no longer! Inside this innovative helper, you'll find
kid-tested and parent-approved techniques for learning math,
science, writing, history, manners, and more that you can easily
adapt to your family's homeschooling needs.
-
The Complete Idiot's Guide to Homeschooling
by Marsha Ransom
A step-by-step manual written for the new and inexperienced homeschooler.
The explanations, resources, and recommendations apply to families
homeschooling for a wide variety of reasons and to families who
"afterschool" their children. February 2001 Paperback.
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Home Learning Year by Year
How to Design a Homeschool Curriculum from Preschool Through
High School
by Rebecca Rupp
A structured plan to ensure that your children will learn what
they need to know when they need to know it, from preschool through
high school. November 2000 Paperback.
Homeschoolers'
Success Stories
How Homeschooling Shaped the Lives of 25 Adults and Teens
by Linda Dobson
Readers will meet a cross-section of confident, well-educated
men and women who have achieved success on a variety of levels
- in their own way, on their own terms - as they bring the skills
first grasped as homeschoolers into the world of higher education,
business, art, sports and more. (Prima Publishing)
- Kingdom of Children: Culture and Controversy
in the Homeschooling Movement
- by Mitchell L. Stevens
- Moving from why parents opt for home-schooling to the long-term
effects on their children, he draws on interviews with a mix
of parents from fundamentalist Christians to pagans and educational
radicals and persuasively contextualizes the movement within
the "organizational strategies of the progressive left and
the religious right" in their attempt to preserve their
core set of values: "the sanctity of childhood and the primacy
of family in the face of an increasingly competitive and bureaucratized
society." 15 pages of exerpts available.
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Homeschooling : The Teen Years
Your Complete Guide to Successfully Homeschooling the 13- To
18-Year Old
by Cafi Cohen
This book reveals the adventure and rewards as well as the special
challenges of working with this age group. 2000 Paperback
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Homeschooling: The Early Years
Your Complete Guide to Successfully Homeschooling the 3- to 8-
Year-Old Child
by Linda Dobson
More families are adopting the homeschooling lifestyle well before
legal school age by not sending their toddlers to organized preschools.
1999 Paperback.
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Homeschool Your Child for Free
More Than 1,200 Smart, Effective, and Practical Resources for
Home Education on the Internet and Beyond
by LauraMaery Gold and Joan M. Zielinski
The best sites for everything from reading-readiness activities
for preschoolers to science projects for teens. 2000 Paperback
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First Year of Homeschooling Your Child
Your Complete Guide to Getting Off to the Right Start
by Linda Dobson
With the constant concern about the safety and quality of our
nation's schools, many of today's families are opting to teach
their children at home. The first hurdle these families face
is getting started. Paperback - March 24, 2001.
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Homeschoolers' College Admissions Handbook
Preparing Your 12- to 18-Year-Old for a Smooth Transition
by Cafi Cohen
It more than adequately addresses the doubts homeschooling families
have about college admission. The "How we (they) did it"
excerpts are inspiring. There are real examples of good admission
essays. Transcripts are covered. December 2000 Paperback.
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- The Teenage Liberation Handbook
How to Quit School and Get a Real Life and Education
by Llewellyn, Grace
Written primarily for teens who need to convince their parents
they can teach themselves. 1998 Paperback
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- The Complete Home Learning Source Book
- The Essential Resource Guide for Homeschoolers, Parents,
and Educators Covering Every Subject from Arithmetic to Zoology
- by Rebecca Rupp
- This ambitious reference guide lives up to its name. Practically
three inches thick--and we're not talking large print here--it's
packed with titles, ordering information, and Web site addresses.
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More homeschooling
books here
|
Dispelling the Stereotype of Ethnic
Prejudice in Homeschooling
Dateline: 7/10/03
Hank
R. Kraychir
Position Paper, Reprinted with Permission.
Jones International
University
Abstract
There is a prevailing stereotype in the United States that
homeschool education is racially prejudice (Butz, 2001; Danehy,
1999); that is, that white parents decide to homeschool their
children because of their discriminatory opinions of other races.
However, an interesting aspect of homeschooling is its universal
appeal to all ethnic groups. Homeschooling has become mainstream
in many ethnic communities, with more people of color now choosing
to homeschool their children. Taking this into consideration,
the stereotype of white racist homeschoolers must be reexamined
alongside the more feasible reasons for homeschooling, including
the failing condition of America's public education system. In
doing so, white homeschoolers will be revealed not as racists,
but concerned parents with their children's best interests in
mind.
Problem Statement
With the gaining popularity and acceptance of homeschooling
in the United States, a long-standing stereotype about white
homeschoolers has come under fire. While homeschooling has become
more prevalent in America, many people still consider homeschoolers
to be isolationist, fanatical and socially ignorant. This often
leads to the question of whether white homeschoolers are racist
(Butz, 2001; Danehy, 1999), practicing homeschooling as a means
of segregating their children from other races and ethnicities.
There is a prevailing assumption that homeschooling does not
involve ethnic minorities; an assumption that has led to the
current argument that America's homeschooling movement is racist
(Butz, 2001; Danehy, 1999). Homeschooling in the past may have
been primarily made up of white Christians, however, that is
no longer the case (Basham, 2001; Bielick, Chandler, & Broughman,
1999; McDowell, Sanchez, and Jones, 2000). Minority families
are continually turning to homeschooling as an approach to educating
their children (Farris, 1997; Holland, 2001). Minorities battle
subtle forms of racism every day in public schools (Sarver, 2003),
so it would be no surprise that the reason so many minorities
are leaving public education may have to do with an attempt to
escape the passive forms of institutional racism they are subjected
to (Boyden, Johnson, and Pittz, 2001).
There have been studies that focus on homeschooling from an
academic perspective. Very few of these studies specifically
address the issue of racism within the homeschooling movement
(Ray, 1997; Rudner, 1999; Snyder, and Hoffman, 2002). Political
influences might determine how an individual feels about the
homeschooling issue (Sowell, 2000; Stames, 2003). Finding available
research regarding ethnic discrimination within homeschooling
and how this relates to political influences has been less than
successful. The concentration of research appears to be focused
on whether students who are homeschooled were disadvantaged compared
to their counterparts in either the private or public school
systems (Anderson, 2000; Bauman. 2001; Bielick, Chandler, and
Broughman, 1999). There have also been studies concerning how
well homeschooled children socialize and do well as adults in
life (Knowles, and Muchmore, 1995). Even so, the specific issue
of outward racism has not been determined universally (Boswell,
2002; Buac, 2003).
Even today, the question remains, does excluding a child from
children of another race necessitate the term racist? Could it
be possible that there are other factors that have determined
the choice to homeschool? There are studies that have determined
many parental reasons for homeschooling, and none have established
racism as a cause (Anderson, 2000; Bauman. 2001; Bielick, Chandler,
and Broughman, 1999). However, one must wonder if these parents
respond accurately to surveys, or would even admit to a racism
claim if it were presented? Racism is not a term most people
would feel comfortable talking about or answering questions on
in a general survey (Bauman. 2001; Bielick, Chandler, and Broughman,
1999; Jamieson, Curry, and Martinez, 2001).
Does having a national organization that excludes others based
on race warrant the term racist? While conducting this research,
it was determined that almost every ethnic group has such an
organization (Homeschool Support Association of Japan, 2002;
Mocha Moms, 2002; National Association of Hispanic-American Homeschoolers,
2002; Native American Home School Association, 2002; & Scoots,
2002). Though these groups do not outwardly promote racism, their
exclusion of other racial groups allows for an open interpretation.
The topic of social development is a common theme brought
up by opponents of homeschooling. Homeschooling supporters repeatedly
deny that a lack of social development exists with homeschooled
students (Bauman. 2001; Bielick, Chandler, and Broughman, 1999;
Jamieson, Curry, and Martinez, 2001). Still, the question remains,
do children who are homeschooled function well as adults, or
are there problems that will arise at a later period in life?
In the early 1990s, it was determined that many white families
had vacated the public school system and started homeschooling
their children (Bauman. 2001; Bielick, Chandler, and Broughman,
1999). Minorities, in large part, also began to homeschool during
this same time period (Colson, 2000; Holland, 2001). Why would
white, as well as minority, parents pull their children from
public schools? Could this surge of popularity in homeschooling
for whites and minorities be considered a reflection of the public
school system, rather than a case for racism? While increases
in minority homeschooling have gone almost unnoticed, the claim
of racism amongst white homeschoolers has continued (Butz, 2001;
Danehy, 1999). However, the opposition claiming such racism,
specifically the National Education Association, has a vested
interest in destroying homeschooling for the betterment of their
organization (Schlafly, 2000). Conversely, current research supporting
homeschooling points to the practice not as racist, but as a
way of exercising conscientious educational choice in the mist
of disappointing public school environments (Bauman. 2001; Bielick,
Chandler, and Broughman, 1999; Jamieson, Curry, and Martinez,
2001).
Literature Review
For the assessment of this paper, the term homeschooling will
be defined as children being educated in a home environment by
their parent or parents. Homeschooling is not a new development;
its roots go back as far man has been learning. The concept of
public education is actually a contemporary phenomenon (California
Homeschool Network, 2003).
Education in Early America
Homeschooling has a long history in the United States. A lack
of central governmental control during the foundation of the
United States led to a need for homeschool education. Homeschooling
was very common in the United States up until about the 1870s
(Basham, 2001).
Many people in America today consider the relationship between
public schooling and government a critical link. The idea that
our society cannot function without public education is a common
theme held by many. However, the United States is now witnessing
a rebirth of an earlier American educational belief. A parental
right to educate one's children is a popular belief among homeschoolers
(Benoit, 1997).
A great many historical leaders were homeschooled. Notable homeschooled
presidents include George Washington, John Quincy Adams, Abraham
Lincoln, Woodrow Wilson and Franklin Delano Roosevelt. Other
historical Americans who were homeschooled were Thomas Edison,
General Robert E. Lee, civil rights activist Booker T. Washington,
writer Mark Twain and industrialist Andrew Carnegie (Basham,
2001).
Centralizing education. It is very common for powerful nations
to centralize their educational systems. Public education has
been used by many great nations to centralize common national
goals (Peterson, 1999). The idea of centralized education had
little influence in early American education, as it was often
conducted independent of state or federal controls. Parents maintained
central control of a child's educational direction. This would
be performed through either a one-room school, often set up by
a local community; a private school, normally based on a religious
belief; or a home school, within one's residence. Parents decided
a child's educational requirements, determining how and what
their children would be taught. Governmental bodies had no control
over a child's educational needs during this time period (Benoit,
1997).
It was not until the middle of the 1800s that the first government
schools were established in the United States. Parents who were
use to directing their children's education became concerned
with this new governmental direction. It was not long after when
many states began implementing laws making public education compulsory
(Baxter, 2001). The idea of state mandated education could be
seen as early as 1817 in Boston (Brouillette 2001). Massachusetts
became the first state to pass compulsory education laws. The
Massachusetts Compulsory Attendance Act was passed in 1852. Since
1918 all states have maintained compulsory educational laws in
the United States (Grocke, 2003).
From 1880 to 1904, John Dewey guided the progressive education
movement in the United States. It was Dewey's educational viewpoint
that established most applicable theories during this time period.
Dewey's viewpoints were so influential that they lasted for more
than 60 years (Maxcy, 2002). Dewey founded the first teachers
union in the United States, the American Association of University
Professors (Malone, 1999).
In the early 1900s, American industrialization had become
so successful that American educators decided to use the same
principles within the public schools. Educational behaviorists
felt that America's public schools should focus predominantly
on mental growth in a productive atmosphere, rather then individualistic
approaches (Woodbury, 2002).
Homeschooling's Reemergence and Growth
The 1960s were considered the start of a counter-culture movement
that had changed America's educational system. It was through
this change that the modern homeschool movement began to take
hold, and the United States witnessed the reemergence of homeschooling
(Kristol, 1995).
The first phase of this reemergence has been credited to Dr.
Ray Moore. Moore published two popular books, Home-Grown Kids
and Home-Spun School. These two books were influential in educating
parents about the homeschool option. During this same period,
John Holt wrote several books as well, including How Children
Fail and Teach Your Own. John Holt is considered the founder
of the modern unschooling movement a homeschooling sect
that makes a radical departure from traditional homeschool methods
such as curriculum usage (Basham, 2001).
Many studies have attempted to count the total number of homeschooled
students in the United States. Several studies have been conducted
in just this past decade in order to better understand these
numbers, characteristics, and why families homeschool their children.
Depending on the research study, the statistics differ by the
thousands (Bauman. 2001; Bielick, Chandler, and Broughman, 1999;
Jamieson, Curry, and Martinez, 2001).
According to a study conducted by Bielick, Chandler, and Broughman
(1999), there were 850,000 homeschooled children (ages 5 through
17) in the United States, which amounted to 1.7 percent of all
school-age children in the United States. Lines (1999), by means
of her research at the United States Department of Education's
National Institute on Student Achievement, Curriculum and Assessment,
projected the number of homeschoolers to be around 700,000 during
the 1996-1997 school year, forecasting an expansion to perhaps
one million by 1997-1998 school year. Ray (1997), from the National
Education Research Institute, estimated the number of homeschooled
children around 1.15 million, and predicted its growth to be
near 1.3 million by the 1999-2000 school year. Ray (2002) updated
these estimates for the 2001-2002 school year between 1.725 million
and 2.185 million.
Of course, many of these studies do not take into account
the apprehension homeschooling families feel when it comes to
answering questions, especially from strangers or a governmental
body over the telephone. Homeschooling families continually fear
the knock on their door from (a) social services, (b) public
school officials, and (c) the local police (Bielick, Chandler,
& Broughman, 1999).
The prevailing stereotype that the homeschooling movement originated
from middle-class Caucasian Christian families is not necessarily
true. The modern homeschool movement actually derived from new
age viewpoints, ex-hippies, and the homesteader movement of the
1960s (Basham, 2001).
Current research on homeschooling suggests several characteristics
about students and families who homeschool. Rudner (1999) suggests
that homeschoolers depart from the broad population with regard
to parental educational achievement, family income, marital status,
and how many members are within each family. McDowell, Sanchez
and Jones (2000) proposed that even though homeschooling in the
United States might have been a trend within middle-class Caucasian
Christian families, development of this educational movement
may be attaining a broader assortment of ethnic American families
and principles.
Indeed, many demographic studies showed a surge in minority
participation in America's homeschool movement (Bauman, 2001;
& Bielick, Chandler, & Broughman, 1999; Curry, Jamieson,
& Martinez, 2001). It was reported that 75 percent of all
homeschooled pupils are Caucasian, compared to 65 percent for
publicly schooled pupils. Therefore, this research demonstrates
that 25 percent of all homeschooled pupils are ethnic minorities
(Bielick, Chandler, & Broughman, 1999).
Significant numbers of African-American families have started
to homeschool. By the late 1990s, it was determined that 9.9
percent of all homeschooled children were black, and 48.9 percent
of black homeschooling parents felt their children could get
a better education at home (Holland, 2001).
Effects on educational reform. Homeschooling today is far
reaching and encompasses every ethnic group in America. There
has been no other educational development in America that has
been so successful as America's homeschooling movement. Homeschooling
has impacted many educational reforms (Farris, 1997). And most
importantly, homeschooling is actually forcing the public to
take notice of the condition of America's public schools (Bauman,
2001).
American homeschooling parents decide to teach their children
for a variety of reasons. The National Household Education Surveys
Program (1999) reports that varying reasons were given for homeschooling,
including (a) better education provided at home, (b) poor learning
environments in public schools, and (c) religious reasons. Indeed,
an increase in public school drug use, gang activity and violence
has been found to be additional reasons for parents to homeschool
their children. None of the studied indicators, however, determined
racism was a cause for homeschooling (Bielick, Chandler, &
Broughman, 1999; Howie, 2003; McCain, 2001).
Socialization of homeschooled children. A lack of socialization
in homeschooling is a common theme espoused by opponents of America's
homeschool movement. Research has proven that homeschoolers are
not affected negatively by their homeschool experience. In the
research conducted by Galloway & Sutton (2000), homeschoolers
who went to college showed no significant social skill deprivation
from their experience. Leadership domain among the homeschooled
group was substantially higher than their counterparts from the
private as well as public high school groups.
A study by Knowles and Muchmore (1995) concluded that the issue
of social development of homeschoolers is overstated. Adults,
who were homeschooled as children, exhibited no characteristics
that implied any future disadvantage.
Homeschooled children develop normally with regard to social
skill development. There are many reasons why parent's homeschool.
Racism has not determined to be a reason. Homeschooled children
are neither aided by nor diminished by their homeschooled environments
(Clery, 1998). Home-based charter schooled students were not
negatively influenced with regard to their homeschooled experiences
and socialization capabilities (Butz, 2001).
Research asserts that parents who homeschooled primarily sought
a solid education for their children (Miles, 1995). With regard
to motivating educational factors, Galloway & Sutton (2000),
discovered no significant dissimilarities between three sampled
college bound areas, (a) regular high school students, (b) private
high school students, and (c) homeschooled high school students.
One chief inference was that regardless of high school setting,
all of the college students who were sampled, received an equally
valued education.
Legality of homeschooling
Whether homeschooling is legal or not is a point often brought
up by the opposition to denounce the practice. Many parents do
not know that they can, in fact, homeschool their children if
they want to do so. The legality of homeschooling goes back to
the intolerances levied against modern-day homeschoolers during
their many court battles (Seelhoff, 2000). The Home School Legal
Defense Association (2003) has determined that all 50 states
do allow parents to homeschool their children. Each state varies
with regard to required regulations.
Many homeschool families have learned to become ardently independent,
stemming from their reluctance to succumb to governmental influence.
Homeschoolers fear any influence that might allow a departure
from their plans for educating their children, arguing that governmental
regulations have led to the failure of America's once proud educational
establishment. Homeschoolers believe that governmental control
will lead to failure of the homeschooling movement as well (Bozeman
Daily Chronicle, 2003).
Racism History
Early American education reinforced the idea of black inferiority.
Credible scholars provided data to justify racial opinions in
public education. Teachers were taught to reinforce the natural
superiority of the white race. Public schools would teach the
natural superiority of the white race. The public schools became
significant building blocks toward class racism within American
society (Veris, 1996).
Public school racism. Education in America has not always been
accessible to ethnic minorities. The Brown vs. Board of Education
judgment from 1954 understood that race was influential in who
obtains a quality education in the United States. Public education
in America still singles out students of color for unfair treatment.
(Boyden, Johnson, and Pittz, 2001).
Boyden, Johnson, and Pittz (2001) examined many educational
policies and trends that impact students of color, and have determined
the following: (a) public education often overlooks racially
prejudicial regulations, which often lead to regrettable results,
(b) public education censures individuals of color unfairly,
and (c) public schools often redirect awareness and resources
away from available solutions. The following recommendations
must be applied to rid public education of institutional racism
in the United States: (a) get rid of exit exams, (b) retract
zero tolerance guidelines, (c) schools that perform in high need
populations must be prioritized to receive adequate funding,
and (d) schools must employ racial equity plans.
The concept of public school racism is not universal. Watson
(2002) reported that public schools did not discriminate in the
way they punished their students. The report issued by the United
States department of education's office of civil rights was in
response to citizen complaints about policies based on race.
Racism research
Racism in the United States has been established. A recent
survey ascertained that bias toward immigrants in Michigan is
still a relevant problem today. The research focused on the contention
that anti-diversity views are fairly prevalent. (Hovey, Rojas,
Kain, & Magaña, 2000).
Racism can be broken down into several subcategories. Wrench
(2001) reported three forms of direct or intentional discrimination,
(a) racist discrimination, which are actions by racist, (b) statistical
discrimination, which are perceptions towards a minority group,
and (c) societal discrimination. Also determined were three forms
of structural discrimination: (a) indirect discrimination, whereby
neutral practices may cause discrimination, (b) past and present
discrimination, whereby historical impacts may effect present
discrimination, and (c) side-effect discrimination, whereby inequality
in one-area causes problems in another. This research is significant
in its efforts to determine levels and types of discrimination.
White denial
There appears to be a disproportionate level of white teachers
in the United States. Ninety percent of all classroom teachers
in the United States are white, and this bias is often demonstrated
in America's classrooms. There are many differences between what
white Americans say and how they live their lives (Star, 2001).
White people have learned to talk about fighting racial prejudice,
but often resist when these changes threaten their way of life
(Texeira, 2001).
The issue of white privilege is often used to explain the
significance of diversity, racism, and its importance in the
United States today. The matter of white privilege illustrates
a better sense of how being white is often considered by other
ethnic groups. White people are trained not to identify white
privilege. Disapproving a system based on white privilege is
not enough. Whites in the United States believe that racial discrimination
does not involve them. Racism will not end until white people
changed their attitudes toward people of color (McIntosh, 1988).
Students of color continually struggle with racism as an issue
that influences social opportunities. White students are uninformed
about how white privilege affects their lives, and how this issue
involves their view of the world (Cooper, 2000).
Perpetuating discrimination. Organizations that appear to be
progressive may never be examined due to their progressive stance
on issues of importance; thereby actually perpetuating the discrimination
they are entrusted to prevent (Cooper, 2000).
Racial imbalance is very common within American public education
(AA Up-Beat, 2001). The homeschool movement is a better reflection
of the wants and needs for America's children (Albert, 2003).
Ninety percent of all public school teachers are white (Star,
2001). Seventy-five percent of all homeschoolers are white (Bielick,
Chandler, & Broughman, 1999). America's public school teachers
do not send their own children to many of the schools in which
they teach, but homeschoolers do (Haberman, 2003; Rudner, 1999).
Incessant cultural war
The root of the racism claim appears to be founded in a continual
cultural war based on political beliefs (Armas, 2003; Bucchanan,
1997; Cooperman, 2003; Heston, 1999). Since the foundation of
the United States, there have always been opposing views about
how to rule this country (Benoit, 1997; Grocke, 2003; Maxcy,
2002; Peterson, 1999; Woodbury, 2002). We have come to know these
beliefs through the modern liberal and conservative themes of
today. The liberal view regarding education is based on the view
that public education must be inclusive and free of racism. The
conservatives on the other hand have seen their power dwindle
as a result of a power alliance between the National Education
Association and the liberal Democratic Party. The conservatives
or Republican Party consider the homeschool movement as an opportunity
to weaken the liberal hold on American educational values. This
debate has led to many powerful claims by both parties, one of
which is the social cohesion argument (Cardiff; Krueger, 2000;
Sealhoff, 2000; Zysk, 2000).
Two-party bias. The true strength of America's homeschool
movement does not come from either political party, but does
in fact come from the American mainstream (Basham, 2001; Miller,
2003; Mintz, 2003; Ray, 1997; Sarver, 2003). However, America's
public school support is clearly driven by liberal bias from
the Democratic Party. The conservative Republican Party is predominantly
interested in diminishing the National Education Association's
power and influence with that of the Democratic Party. Both parties
know very well that homeschool children do well with regard to
test scores and social development (Schlafly, 1995; Schlafly,
2000). It is not about true facts that drive either position,
but rather it is about politics, influence, power and money.
This is the basis for the continued stereotyping of America's
homeschool movement (Cloud and Morse, 2001; Littlepage, 2003;
Malkin, 2002).
The Need For Multicultural Education
Multicultural education is a progressive movement that enables
educators the opportunity to challenge racial inadequacies. Multicultural
education recognizes that education is an important component
in the transformation of American society. One of the goals of
multicultural education is to educate students about oppression
and social injustice (Gorski, 2000).
The view regarding multicultural education is not universal.
Multicultural education within America's public schools is situated
in a vacuum. Educators obtain little training in preparing them
for multicultural classrooms. Public schools have multicultural
education as a goal, but its success is still debatable (Wardle,
2000).
There are a many reasons public school educators believe in multicultural
education. Public school educators continually debate the effectiveness
of homeschooling when it comes to meeting the needs of an expanding
multicultural society (Closson, 2002).
American educators did not always view other ethnic groups as
equals. Thus, the contention that homeschooling might actually
be reversing long fought after educational gains (Ellis, 2003).
Alternative forms of education
There appears to be an overwhelming need for alternative forms
of education. Public education is also changing as demographic
shifts continue to emerge. Alternative education venues reduce
the strain between public schools and parental concerns (Taylor
and Hughes, 2003).
Alternative forms of education have become an independent,
yet powerful grouping of organizations that cannot be discounted.
The Alternative Education Resource Organization currently lists
over 12,000 educational alternative schools, resource centers,
and programs within their organization (Mints, 2003).
Educational choice issues are often exhibited as a compromise
between public school supporters and their critics (Montenegro,
1994). Parental school choice is not readily available to the
poor. Poor minorities have very few educational options in the
United States (Black Alliance for Educational Options, 2002).
Opponents of educational choice foresee the proliferating
of racist public schools. Educational choice will force the public
to promote racism (Bast and Wittmann, 2003). Conversely Professor
Howard Fuller speaks to the evenhandedness of school choice as
being an important component in the long-term fight against institutional
racism (Arsen, 2003).
Attacking vouchers
A popular option by opponents of school choice is the voucher
system. The state can give a student's family a voucher to choose
a form of education for their children (Schoales and Stanton,
2003). The National Education Association (2003) deems vouchers
not to be the best interest of students. The National Education
Association believes a pure voucher system would promote economic,
racial, ethnic, and religious division in the United States.
Structural racism in American education guarantees that the
voucher option would only subsidize those who do not need assistance.
Opponents of the voucher option contend that vouchers do not
provide what many non-whites have continually demanded
equal access to a quality education (Johnson, Piana, and Burlingame,
2000). Special interest groups attack vouchers because they want
to maintain control of America's public school institutions (Sowell,
2000), using the same tactics that are used on the homeschool
movement (Schlafly, 2000, August).
In Florida, 67 percent of candidates for vouchers are black,
and 30 percent are Hispanic. Public opinion polls demonstrate
that blacks are strong supporters of Florida's voucher system.
Florida's teachers are passionate rivals of the states voucher
program, even though minority parents are witnessing positive
results (Thomas, 2002). Florida's experiment with vouchers and
the response by minority parents is not only an indication of
the states failed public schools, but also the greater desire
and willingness to try an alternative form of education for their
children (Rado, 1999).
It would appear that long-standing educational alliances are
beginning to divide over the issue of school choice. Minority
students are receiving an inadequate education in America, which
is having an outcome toward American politics. Political alliances
that use to define America's educational landscape are being
redefined. The strain is most evident between African-Americans,
and the Democratic-leaning National Education Association (Chaddock,
1999).
Counter Argument
Many homeschool organizations believe that the claim of white
homeschoolers being racist has a lot to do with platform positions
of the National Education Association. The NEA believes that
a homeschool environment cannot offer a comprehensive education.
When homeschooling does occur, the NEA believes that all students
must meet state requirements. The NEA argues that only persons
who are licensed by each state's educational licensing agency
should be the ones to teach. The NEA also maintains that homeschool
students must not partake in any extracurricular activity on
school grounds (Schlafly, 2000).
Background on the NEA
The National Education Association has been the leading force
against most forms of alternative education (Quade, 1998; White,
1998). Homeschooling is only one type of many alternative educational
reforms available to parents today (Washington Homeschool Organization,
2001). It is the divide between public school education and alternative
forms of education that has led to so much rhetorical stereotypes
(Home School Legal Defense Association News, 2003; Miller, 2003;
World Net Daily, 2002).
Public school workers worry about losing students, financial
support and control over the education of America's students.
Governmental control is a common theme used by self-directed
and powerful organizations. The suggestion that these organizations
must also change is a difficult stance for power-wielding institutions
(Kasman, 2000).
The NEA has led the fight against America's homeschool movement
(Robinson, 2000). The NEA's interest is served by not acknowledging
the truth about America's successful homeschool movement (Schlafly,
2000; Schlafly, 1995; Zysk, 2000). The organization issued their
first statements on homeschooling in 1984 when their board of
directors offered the Policy Statement on Home Study. The following
resolutions made in that statement have been reaffirmed in later
conventions as well. Resolutions passed at the 1984 convention
include (a) home instructors must meet state teacher qualification
requirements, (b) consent to home education must be authorized
by the state, (c) home instruction must be supervised by the
state, (d) compulsory testing is a requirement, (e) supplementary
public school teaching must be available, and (f) students must
be calculated into the daily average with no pro-ration. Many
states follow these guidelines by making them a part of state
laws, thereby maintaining national control of America's educational
future (Zysk, 2000).
The NEA has further opposed homeschooling by implementing
a declaration in 1990 denouncing homeschooling. The NEA's position
is that homeschooling cannot offer America's children a complete
education as compared to that of public schools (Robinson, 2000).
Efforts to stop the homeschooling movement
Public school educators have a vested interest in stopping
America's homeschool movement. Many earlier attempts to brand
homeschooling illegal have failed. Many public officials continue
to legally prosecute homeschool families. Legal prosecution is
a preferred weapon used against America's homeschoolers (Cardiff,
1998).
The National Education Association often uses the socialization
argument as a weapon against America's homeschool movement. At
their 1998 convention, two resolutions were passed reflecting
its position on racism B-7: Racism, sexism, and sexual
orientation discrimination, and B-28: Multicultural education
(Schlafly, 2000).
The NEA's stated ambition is the equality of all students.
Resolution B-7's aim is to eliminate all forms of discrimination
and stereotyping as it relates to (a) race, (b) gender, (c) immigration
status, (d) physical disability, (e) ethnicity, (f) occupation,
and (g) sexual orientation. The NEA also believes that any curriculum
for educating students should get rid of bias and stereotyping.
Such programs must have the following: (a) enhance respect, and
sensitivity to all people within a diverse culture, (b) eradicate
bias and stereotyping in any program, instructional material,
or activity, (c) promote nondiscriminatory practices and activities,
and (d) present diverse role models within the culture (Schlafly,
2000).
The aim of B-28 is to increase individual and group self-worth
through multicultural education. Through B-28, the NEA attempts
to recognize individual as well as group differences, thereby
reducing racism (Schlafly, 2000).
Through its membership, the National Education Association
administers all related resolutions. As its membership is advanced
through the America's public school systems all associated National
Education Association issues are placed above those of local
concerns (Schlafly, 2000).
The NEA and alternative charter schools
The National Education Association (2003) supports alternative
charter schools. Charter schools have similar standards of academic
accountability as those of public schools. With the proliferation
of the home study option the National Education Association has
also determined that many charter schools are violating the classroom
status of public education. The National Education Association
believes this is a misuse of the charter school option.
Even though the National Education Association approves of
public charter schools it is still not universally recognized.
Opponents contend that alternative charter schools do not truly
meet America's integration concerns. Charter schools do not deal
with the issue of segregation (Kopplin, 1999). Racism is the
primary issue educators are willing to believe about charter
schools (Goldfarb, 1999). Educators still debate racial equity
within charter schools. Public school children still experience
many forms of racism. Charter schools provide the same degree
of institutional racism (The Northwest Regional Education Laboratory,
2001).
In essence, the National Education Association is using certain
types of alternative forms of education as a pacifying tool to
appease a growing dissatisfaction with public schools (Gibson,
1998). The NEA will support selected alternative reforms as long
as it maintains control (Lieberman, 2000). Homeschooling today
does not fall under an acceptable accountability structure. Due
to a lack of accountability the National Education Association
has determined that homeschooling must be defeated (Hurd, 2001).
Linking Alternative Education Reform to Racism
The idea of white privilege is a common theme exhausted by
opponents of racism (Danehy, 1999; McIntosh, 1988). The National
Education Association has determined the issue of class racism
must be eliminated (Robinson, 2000; Schlafly, 2000; Zysk, 2000).
Universal acceptance about class racism cannot be determined
(West, 2003). No direct link has been determined that proves
alternative forms of education or homeschooling harm a student's
ability to interact with other racial groups (Boswell, 2002;
Neiberger, 1996).
Inflammatory assertion
Studies have reported many positive facts regarding America's
homeschooling movement. The homeschool racism claim has not been
considered in many prominent national studies (Bielick, Chandler,
and Broughman, 1999; Lines, 1999; Ray, 1997). The racism subject
to so inflammatory it is understandable why many have decided
not to deal with this issue directly (Samuels, 2002).
The expression, white privilege, is commonly used to express
racial differences (Jensen, 1999). Many opponents of the homeschooling
movement commonly use this term to better explain why cultural
division still exists today (Schlafly, 2000). The use of the
term racist immediately brings out strong emotions (McCulloch,
2003). White society might very well present class advantages
that many whites do not want to admit to. It is extremely hard
to understand what another ethnic group is feeling when dealing
with class advantages (McIntosh, 1988). Understanding class distinctions
may very well relate to educational issues and how opponents
of the homeschool movement use the racism issue (Schlafly, 2000;
Star, 2001; Texeira, 2001; Veris, 1996). Danehy (1999) best summarizes
the opposition's view on homeschool racism. In his 1999 article,
Home-schooled kids shouldn't be playing high school athletics,
Danehy stated that he hated the idea of homeschooling and considers
it a type of child abuse. Danehy said he felt that homeschooling
engaged in certain forms of racism, paranoia, and religious bigotry.
The unfortunate aspect of Danehy's article is that he does not
take into consideration that minorities in greater numbers are
turning to America's homeschool movement. Many minority families
are finding that homeschooling is an alternative to that of public
school education (Bauman, 2001).
Position Statement
The homeschool movement is not based on ethnic discrimination.
Rather, there is an extensive conspiracy for cultural control
by the National Education Association (Zysk, 2000).
Politics is playing a decisive role in education today, and
because of this the true educational needs of America's children
are not being met (Thompson, 1994). It is politics that are feeding
a backlash toward the homeschool movement (Krueger, 2000). It
would appear that the battle lines have been drawn between public
education and the homeschool movement. Public school and homeschool
advocates continue to attack each other's position (Cardiff,
1996).
Senator Charles Starr from Oregon, who is a member of the
state's senate education committee; tells every parent who will
listen to "Run, not walk," out of the public schools
system (Oregonian News, 2003). Public schools are untouchable
fixtures in America today, even if the schools have become inept,
dangerous, and a waste of public revenue (Malkin, 2002). Homeschoolers
are outpacing more contemporary forms of education, like charter
schools and vouchers. By bleeding millions of dollars in funding
and eroding public confidence in traditional education America's
homeschool movement has turned into a major threat to the existence
of public education (Cloud and Morse, 2001).
Minority families along with white families have discovered
homeschooling. The homeschooling route has not yet been blocked
by the special interests. Even though liberal Democrats have
prevented disadvantaged children from leaving public education,
many are finding refuge in America's homeschool movement (Littlepage,
2003).
The homeschool movement is not without its critics. As homeschooling
has become more popular, political parties and their supporters
continue to champion their respective positions. Political as
well as religious agendas become primary motivators that often
become more important then an individual's independence. Homeschoolers
on the other hand are more concerned with the education of their
children then any other issue (Seelhoff, 2000).
Homeschoolers taking control
Pennsylvania State Representative Dwight Evans, an African-American,
recently asserted that when America is at war, political parties
do not act like Republicans or Democrats. Evans asserts that
all Americans should take a similar attitude toward that of educating
America's children. Evans maintains that partisan politics is
not and cannot be the only answer to America's educational problem
(Center for Education Reform, 2003).
It is because of such partisan politics that individual families
from all walks of life are taking control of their children's
education. They are no longer complaining about a failed public
educational system. Parents from all ethnic groups are homeschooling
their children and teaching them their own values, not those
of an institution based on class racism (Hegener, 2000; Littlepage,
2003; Richman, 2003; Seelhoff, 2000).
A cultural war is being fought across America that is invading
family values and assaulting traditional freedoms. These assaults
are weakening our self-assurance of who we are and what we stand
for. These attacks are coming from many different areas, the
media, educators, entertainers as well as politicians. It is
only the belief in our heritage that will allow this country
to continue, because if we do not resist, America could very
well end like many powerful nations from the past (Heston, 1997).
We see that a cultural divide between political parties continue
to determine national educational policies. Understanding this
educational cultural war that is raging between the liberal left
and the conservative right allows for a better perspective about
how each side is using ethnicity (Grobman, 1990).
In the meantime, those involved in the homeschooling movement
seem to have gone mainstream (Colson, 2000; McElroy, 2001). Parents
have decided to steward the education of America's children,
rather than letting public educators. Yet, public educators want
to displace parental teachings with those of national policies
(Grigg, 1997).
Educators have traditionally been the stewards of our cultural
values, however, this is no longer the case. We are now witnessing
educators and intellectuals manipulating social and cultural
values (Gur-Ze'ev, 2000; Kjos, 2002).
The hope of American education depends on the family, not
on political leaders or the public school system. In spite of
their motivations, public school educators continue to stumble.
Teachers should instead start reclaiming their individual right
to educate their own children at home. There is nothing more
important then erecting barriers between homeschooling and the
power of public education, thereby restoring a families right
to educate free individuals (Grigg, 1997).
Heston (1999) characterizes the anguish many homeschoolers
have felt, due to their position against state-sponsored public
education. Heston maintains that Americans should renounce cultural
correctness with enormous defiance of rogue organizations, social
directives and burdensome law that deteriorate personal freedom;
but be cautious, because it hurts. Heston maintains that defiance
demands that you put yourself in danger. Heston referred to Dr.
Martin Luther King as a person of who put himself in harms way
for doing the right thing, in spite of what the establishment
said; and look what happened to him.
Minority interest and abilities
Ethnic minorities in America are just as concerned as white
Americans with the quality of education their children are receiving
(Stames, 2003; Thomas, 2002; Watson, 2002). As more Americans
continue to hear about homeschool successes in the United States,
and as many of these same Americans begin to feel a sense of
betrayal on the part of public education, we can see why so many
Americans are willing to turn to this alternative form of education
(Albert, 2003; Arsen, 2003; Haberman, 2003).
Any falsehood regarding minority abilities compared to their
white counterparts is nothing more then political propaganda
(Cardiff, 1996; Cardiff, 1998; Schlafly, 2000). As long as they
are free of institutionally supported racism, minority students
perform as well as white students; they are able to fully meet
their true potential in a loving parentally supported homeschool
environment. Children given the proper atmosphere and opportunity
will prosper and do well in life. It has been determined that
minority and white students test out at equivalent levels when
they are homeschooled (Gillespie, 1997).
However, when minority students are compared to white students
in a public school setting, significant academic differences
appear. White students test at substantially higher levels then
their ethnic counterparts in public school environments. The
issue of class distinctions should be immediately dispelled,
unless a student attends a public school (Gillespie, 1997; Ray,
1997; Wall Street Journal, 1997).
American homeschoolers come from all walks of life
Homeschoolers come from different races, socioeconomic environments
and religions. American homeschoolers do have a proclivity for
association. There are currently homeschool support organizations
for every race, religion, disability and political affiliation
in the United States today (Lyman, 2002; Homeschool Support Association
of Japan, 2002; Mocha Moms, 2002; National Association of Hispanic-American
Homeschoolers, 2002; Native American Home School Association,
2002; & Scoots, 2002). Homeschool parents should be free
to direct the multicultural needs of their children (Limbaugh,
2002). Concerned homeschool parents of all ethnic groups should
be able to make educational decisions free of any governmental
control (Human Liberation Alliance, 2001).
True Reasons for Homeschooling
Despite what the National Education Association would have
the public believe, homeschoolers have countless reasons for
choosing to educate their children at home.
An individual choice
America can be proud of its free market economy, where people
are allowed to seek out better opportunities for themselves and
their families (Pore and Plainsman, 2002). This can be seen in
today's contemporary homeschool movement as well (Rudner, 1999).
There is no central mechanism that controls America's homeschoolers,
unlike that of America's public schools (Bielick, Chandler, &
Broughman, 1999). On the contrary, homeschoolers make an individual
choice to teach their children, and enjoy the independence of
teaching their children in the way they see fit.
Usually, it would seem that groups based on either political,
racial, religious or geographic locations often determine who
and what type of organization a family might choose to participate
in. There are also many families who do not participate or align
themselves with an organization (Bielick, Chandler, and Broughman,
1999; Colson, 2000; McElroy, 2001; Sealhoff, 2000). This fractional
separation gives the homeschool movement its strength to survive
and succeed well into the future (Drennan, 2000).
The homeschool movement is not collective with a singular
mode of thinking, unlike that of the public schools today (Taylor,
and Hughes, 2003; Mintz, 2003). Each family determines their
own reasons for homeschooling, they might very well be religious,
but more often the motivation for homeschooling appears to be
the failure of public school education (Rado, 1999; Rudner, 1999).
With each family making singular decisions, independent of any
central control mechanism, success is actually deemed a triumph
for each family over America's educational monopoly (Cardiff,
1998; Colson, 2000; Ellis, 2003). Homeschool parents are finding
their American heritage, and concluding that it does not take
a governmental autocracy to educate a nation (Grigg, 1997; Heston,
1997; Kang, 2001; Krueger, 2000; Lieberman, 2000).
A supportive community
This division within homeschooling does lead to some problems.
Due to a lack of central command, many homeschool organizations
often make claims for all homeschoolers. In fact, many people
have claimed to be homeschool experts, but are nothing more than
opportunists. Since homeschooling is made up of varying groups
with different ideals, there can be no single claimant that speaks
for all homeschoolers; there are no homeschool experts in America
today (Sealhoff, 2000).
There are, however, support associations that aid parents
in learning more about racism and related issues. These support
organizations often share information with its membership in
an effort to enhance and produce informative curriculums (The
National Coalition of Alternative Community Schools, 2003). It
is not uncommon for homeschool parents to start their own support
organization based on their individual goals and desires. Ethnic
diversity is only one of many related desires parents can choose
to incorporate into their children's education. Cloud and Morse
(2001) reported that homeschool parents Tim and Lisa Dean created
their own homeschool support group that incorporated parents
who were gay and straight, black, white, Asian-American, biracial,
Democrat as well as Republican.
Homeschool support organizations play a vital role with regard
to informing parents, legislators, the media, and researchers.
Many of these homeschool support organizations provide information,
which have become beneficial in understanding the movement's
success. Specific minority homeschool support groups have also
enhanced minority participation through the sharing of information
(Hegener, 2000). Hardenbergh (2000) and Sealhoff (2000) assert
that the Home School Legal Defense Association is probably the
best-known advocacy organization, but this organization only
represents the legal interest of homeschoolers.
Intimacy of homeschooling
Another reason parents choose homeschooling is to enjoy an
enhanced intimacy with their children. Homeschooling augments
the family relationship. Most homeschooling parents demonstrate
their own passion for learning through that of their children.
When concerned parents are presented with the opportunity to
homeschool their children, many give it due consideration. After
all, parents are the first teachers of their children's social
values. Societal values are enhanced in a homeschool environment
(Broadhurst, 1999). It is the love of teaching one's children
that has enabled all ethnic groups to benefit from homeschooling
(Colson, 2000; Lyman, 2002; McElroy, 2001).
Homeschooling for religious reasons
Another big reason for homeschooling is religion (Bielick,
Chandler, and Broughman, 1999). This means homeschooled children
are directed by their parents to interact with children of the
same religion, not necessarily the same color (Anderson, 2000;
Basham, 2001). Most religions today do not advocate ethnic segregation.
The hallmark of the Christian faith today is the love of thy
neighbor. It is the contention of this argument that most Christian
faiths today allow interracial congregations. This means that
church activities allow all church children an opportunity to
play and interact together, regardless of race (Potapov, 1987;
Robinson, 2003). Another facet of this argument would be if a
homeschooled family did not go to church, availability to interact
is obtainable through homeschool support organizations, whereby
all children have an opportunity to participate together (Shemitz,
J. 2002).
Better education at home
Available data proves that homeschooled children do well with
parental guidance (Bauman. 2001; Bielick, Chandler, and Broughman,
1999). The top three finishers at the 2000 national spelling
bee were all homeschooled by their parents. Four of the top ten
finalists in the national geography bee were also homeschooled
by their parents (Scott, 2000). Homeschool success results are
often overlooked in an effort to discredit this movement (Anderson,
2000).
So why would the National Education Association not deem parents
qualified to teach (Schlafly, 1995; Schlafly, 2000; Sowell, 2000)?
Available data proves that homeschooled children are not affected
by a lack of socialization (Bauman. 2001; Boswell, 2002; Butz.
2001; Clery, 1998). Yet again, all too often many public school
advocates consider homeschoolers either racist or fanatics (Clowes,
1995; Danehy, 1999; Goldfarb, 1999). This smear campaign is based
on an attack in order to deflect actual blame for the failures
of America's public schools (Johnson, Piana, and Burlingame,
2000; Johnson, Boyden, and Pittz, 2001; Limbaugh, 2002).
Failure of the public schools
Public school troubles don't end with financial problems.
Teachers are questioning many public school policies. It has
been determined that public school administrative pressures are
driving teachers away. It was asserted that fourth grade teachers
were being held accountable for the failure of their students.
Many of the skills the children did not know should have been
taught in kindergarten. (The Learning Machine, Inc., 2001).
Ron Paige the Secretary of Education under the Bush administration
came under fire from civil liberty groups as well as the National
Education Association. Education Secretary Paige made a comment
about a parent's right to select a school that meets a child's
needs. Education Secretary Page asserted that this could mean
a private school, a homeschool or a public school. Education
Secretary Page, an African American, said that the United States
education system is under performing, leaving many minority children
behind (Stames, 2003). Shortly after Education Secretary Paige
made his comment civil liberties and education groups called
for his apology or resignation (Cooperman, 2003).
Homeschooling is not to blame for the many failures of public
education (Freund, 1997). Homeschooling cost less then public
education (Wall Street Journal, 1997). Many students are being
passed ahead to the next grade level even though they are not
qualified to do so (McAvoy, 1998). Racism claims have been made
evident in public schools as well as with homeschooling (Danehy,
1999; Boyden, Johnson, and Pittz, 2001). With all this said,
opponents of homeschooling still contend that public education
is the only avenue for true racial integration and learning (Schlafly,
2000). The path of differences seems to be widening between homeschoolers
and those of public educators (Marshal and Valle, 1996).
There appears to be a concern that public support for public
education is crumbling. Many public schools, unions, and educational
bureaucrats, have done a lot to hurt American education today.
Many local communities consider their public schools to be a
waist of taxpayer money. This view is making it increasing harder
to pass local tax increases for public education (Cloud and Morse,
2001).
Furthermore, administrators and teachers are not held accountable
for the failure of public schools today. The National Education
Association is not held accountable to local school boards or
parents. The National Education Association only answers to its
membership. The National Education Association opposes everything
and everyone in a continued quest to maintain its power base
and influence with American education (Roberts, 2003).
The NEA is also a formidable force behind the Democratic Party.
Public education is a monopoly that does not want to loose control.
The National Education Association's down fall will only come
when teachers and parents abandon the public school system. Homeschooling
has served to discredit public schools through its usage of less
money, and better test scores (Roberts, 2003).
Teachers are leaving public school education due to a lack
of professionalism, and collapsing educational standards. Due
to this continued shortage many school districts are forced to
import teachers from overseas under the H-1B visa program (Roberts,
2003). Many school districts have had to offer signing bonuses,
reduced housing costs, and restaurant discounts. School districts
are also forced into hiring retired military personnel and educated
immigrants from foreign countries (Learning Machines, Inc., 2001).
While concerned parents have decided to leave public education
for the betterment of their children, public educators continue
to espouse a failed system (Malkin, 2002). Teacher shortages
are only one of many growing complaints of public education (Sappenfield,
2002). Homeschool parents have witnessed this failure first hand,
and have decided to exit public schools for the development of
their children (Kang, 2001).
Public schools that teach in high ethnic population centers have
almost two times as many teachers who have no qualifications
for the subjects in which they are teaching.
Public schools that frequently serve minority students have
teachers without qualifications in 29 percent of classes. Public
schools are often overflowing with inferior math teachers who
never specialized in math during college; French teachers teaching
biology; art teachers teaching history; many have no education
about the topics they have been assigned to teach. The public
school systems main concern is the self-preservation of its tax-subsidized
teachers, not educational enlightenment. Public education today
may be bordering on malpractice (Malkin, 2002).
Public schools are insensitive and sometimes even harmful
to children. Many families look for other educational options
due to public school violence, and because of negative peer pressures;
and many others leave public education because of a lack of support
from teachers, administrators, and staff. Just as often parents
expressed the opinion that their children became bored, and unmotivated
in public school classrooms (Holland, 2001).
Educational bureaucracies may also be at the center of many
dysfunctional public schools. These bureaucracies continue to
endure, while children of color become entrapped in a failed
public school system. Children of color must attend public schools
in 120 of the worst schools districts in the United States. Yet
many urban teachers are able to circumvent personal tragedy by
not sending their own children to the schools in which they teach
(Haberman, 2003). There is a central effort to maintain control
of public education in the United States, which has led to its
falter (Baxter, 2001; Grocke, 2003; Maxcy, 2002; Peterson, 1999;
Schlafly, 2000).
NEA's Political Antics
The National Education Association's actions have proven that
politics, not necessarily ethnic backgrounds, determine a person's
opinion on homeschooling (Hardenbergh, 2000). The NEA has been
implicated in political activities that involve federal, state
and local elections. The National Education Association engages
in the passage and defeat of legislation beneficial to its membership
(Archabald, 2003).
Directed efforts to oust successful advocates of alternative
education have also been made by the NEA. John Gardner, a liberal
union organizer turned school reformer, asserts that the National
Education Association spent $2 million to gain control of the
local school board in Milwaukee. The objective was to get rid
of Milwaukee's successful school choice voucher program (Archabald,
2003). The Milwaukee teachers union paid a $5,000 civil penalty
for failing to report more than $1 million in campaign expenses
from the NEA. Furthermore, the Milwaukee teachers union supported
local school board candidates who were in favor of National Education
Association positions (Archabald, 2003).
The National Education Association is also politically allied
with the Democratic Party. It has been determined that since
1988 the National Education Association had given $21 million
in campaign assistance. 95 percent of that money had gone to
Democrats in favor of the Associations positions (Archabald,
2003).
This new growth appears to be coming from disaffected public
school families seeking a better opportunity for their children
(Freund, 1997). With this new growth come different reasons,
ideals and diversity into the homeschool movement (Holland, 2001;
Miller, 2003; Sarver, 2003). This can be observed through the
explosion of minority participation in homeschooling (Snyder,
and Hoffman, 2002).
NEA's attempted control. As hard as the National Education
Association struggles to sustain the status quo of public school
education in America, more and more parents are deciding to leave
in order to seek out better educational opportunities for their
children (Lines, 1999; Marshal, and Valle, 1996; McDowell, Sanchez,
and Jones, 2000; Rudner, 1999). Public school teaching in America
has become unionized, and with this central view has come autocratic
thinking with regard to its own power and survival (Cardiff,
1996; Cardiff, 1998; Robinson, 2000; Schlafly, 2000). Like many
great unions of the past, the National Education Association
is finding its influence being continually undermined; and in
the end may find its power and control diminished by the success
of America's homeschool movement (Cardiff, 1996; Johnson, Boyden,
and Pittz, 2001; Krueger, 2000; Zysk, 2000).
Harboring discrimination
The National Education Association knows it has a predicament
with regard to racism in their advocated public educational system
(Berlak, 2001; Buac, 2003; Cooper, 2000). Their publicly chartered
views clearly express their universal expression against any
form of racism by their membership (Schlafly, 2000; White, 1998).
The issue of public school racism was clearly defined within
the embodiment of this position paper (Arsen, 2003; Berlak, 2001;
Duffy, 2003). Public school racism would not have to be addressed
unless it was a prevalent problem in public school education
(Goldfarb, 1999; Gorski, 2000; Johnson, Piana, and Burlingame,
2000; Johnson, Boyden, and Pittz, 2001; Marshal, and Valle, 1996;
Orfield, 2001). Many of America's public schools continue to
harbor discriminatory policies and actions by the very same teachers
and administrators who are entrusted to eliminate its existence
(Quade, 1998; Robinson, 2000; Schlafly, 1995; Schlafly, 2000;
Star, 200; Thompson, 1994).
Abuse of power
The National Education Association's resolutions are not without
merit (Varis, 1996; Watson, 2002; Weiss, 2002; Wrench, 2001).
What must be pointed out is the fact that the National Education
Association uses their positions to direct a campaign against
America's homeschool movement (Archabald, 2003; Cardiff, 1996;
Clowes, 1995; Cooperman, 2003; Cuthbert, 2002; Limbaugh, 2002).
The National Education Association speaks with national authority
when it comes to educational issues in the United States (Quade,
1998; Roberts, 2003; Robinson, 2000; Schlafly, 2000; Sowell,
2000). So when the National Education Association speaks out
against America's homeschool movement, all its members and associates
line up and signal their allegiance by attacking homeschoolers
(Danehy, 1999; Hardenbergh, 2000; Limbaugh, 2002). The question
must be asked, why would the National Education Association really
want the homeschool movement stopped (Schlafly, 1995; Schlafly,
2000). Many homeschool organizations seem to think that it is
about money, jobs and power (Grigg, 1997; Gumbel, 2003; Home
School Legal Defense Association, 2003). Any movement or organization
that threatens the power and influence of the National Education
Association will be targeted for obliteration (Archabald, 2003;
Chaddock, 1999; Cooperman, 2003). Little interest or mercy will
be given to the successes of a movement or organization; all
that matters is the National Education Associations supremacy
and survival (Galloway, and Sutton, 2000; Grocke, 2003; Littlepage,
2003; Quade, 1998; Roberts, 2003; Schlafly, 2000; Scott, 2000;
Sowell, 2000).
Of course, the National Education Association has good reason
to feel threatened. The state of Florida currently has 41,128
students being educated at home, up from 10,039 in the 1991.
This amounts to a loss of nearly $130 million (Cloud and Morse,
2001). Whatever the reason for the public school failure, it
does not involve a lack of financial backing. It has been determined
that each homeschool child's education cost is approximately
$546 per year, compared to the yearly public school student's
costs of $5,325 (Wall Street Journal, 1997).
As public schools continue to erode, greater pressure will
be placed on the National Education Association and their proponents
to discontinue alternative approaches to America's educational
problems (Kang, 2001).
Organizational control is a common theme used to explain why
an organization does what it does to stay in power. The National
Education Association worries about loosing students, financial
support, employment, status, and control over the education of
American students (Kasman, 2000). California notified 25,000
public school teachers that they would be out of work in September
2003 (Gumbel, 2003). Homeschooled students could considerably
increase the amount of state aid to public schools if only they
were counted. Homeschoolers do not add revenue under the current
system of allotment per student (Tresnak, 2003).
By attempting to eliminate racism through its various positions,
many people believe that this organization is without fault (Cooperman,
2003; Danehy, 1999; Schlafly, 1995; Schlafly, 2000). When in
fact, we have learned that the National Education Association
is actually perpetuating the same issues it is trying to eliminate
(Arsen, 2003; Berlak, 2001; Buac, 2003; Civil Rights Project,
2002; Cothron, and Ennis, 2000). Political leaders, columnist
and various educational organizations can see this through test
scores, and by statements from influential leaders (Archabald,
2003; Baxter, 2001; Berlak, 2001; Buac, 2003; Closson, 2002;
Cooperman, 2003). By the National Education Association coming
out against the homeschooling movement they may in fact be granting
the homeschooling movement immediate credibility (Duffy, 2003;
Littlepage, 2003; Malkin, 2002; McCain, 2001; Roberts, 2003).
The National Education Association may actually be perpetuating
class racism in order to maintain its current status as America's
premier educational organization (Archabald, Arsen, 2003; Baxter,
2001; 2003; Schlafly, 2000; Sowell, 2000; Varis, 1996; Weiss,
2002; Wrench, 2001; Zysk, 2000). The National Education Association
is blindly attacking the homeschool movement, while harboring
institutional racism in America's public schools (Berlak, 2001;
Blair, 1998; Buac, 2003; Cardiff, 1996; Clowes, 1995; Cooperman,
2003; Cuthbert, 2002; Danehy, 1999; Goldfarb, 1999; Haberman,
2003).
A losing position. The National Education Association should
consider a truce with regard to its position against homeschoolers.
Their position is established on a loosing stance that cannot
even be upheld within their own organization (Littlepage, 2003;
Montenegro, 1994; Orfield, 2001; Quade, 1998; Roberts, 2003;
Richman, 2003; Schlafly, 2000; Schoales, and Stanton, 2003; Stames,
2003; Thomas, 2002; Thompson, 1994). Teachers are teaching subject
matter, which they are not educated in, and teachers and administrators
allow institutional racism to exist within America's public schools
(Learning Machines, Inc, 2001; Malkin, 2002). At the same time
the National Education Association maintains a position against
America's homeschoolers based on a lack of cultural awareness
and unqualified parents teaching their own children. The National
Education Associations position is hypocritical and biased beyond
any reasonable sustainable standpoint (Schlafly, 1995; Schlafly,
2000).
Final Thoughts on Cultural Interaction
The Wrench (2001) report is helpful in understanding the concept
of racism and how it relates to the homeschool racism claim.
Opponents contend that homeschooling does not allow intercultural
exchanges, which is racism by segregation (Blair, 1998; Buac,
2003; Danehy, 1999; Holland, 2001; Jensen, 1999; Littlepage,
2003; Malkin, 2002). Social interaction between the races is
a common theme held in high regard by many in America today (Butz.
2001; Cooper, 2000; Goldfarb, 1999; Gorski, 2000; Hovey, Rojas,
Kain, and Magaña, 2000; Jensen, 1999; Kaseman, and Kaseman,
2002; McCulloch, 2003; McDowell, Sanchez, and Jones, 2000). This
may be partly due to the civil rights struggle for equality during
the late 1950's and 1960's in America (Bucchanan, 1997; Duffy,
2003; Gorski, 2000; Grobman, 1990). Studies show that social
development does not influence homeschooled children when they
become adults (Knowles, and Muchmore, 1995). Just because a child
does not come into daily contact with children of another race
does not make for a racism accusation (Littlepage, 2003; Mc Avoy,
1998; McCulloch, 2003). Yet that issue emerges as the foremost
argument by opponents of the homeschool movement (Danehy, 1999;
Schlafly, 2000). What is not taken into consideration is that
many homeschool children are not only of different ethnic backgrounds,
many parents make sure that their children have opportunities
to interact with other children (Basham, 2001; Bauman, 2001;
Boswell, 2002; Scott, 2000; Wall Street Journal, 1997).
Comments about this paper should be sent to Hank Kraychir
at
If you can't see Hank's email address, turn on
Javascripting in your preferences. Spam-protected scripting provided
on Joe Maller's
site.
© 2003 Hank Kraychir
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-
-
- Books about School Issues
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- The Language Police: How Pressure Groups Restrict
What Students Learn
by Diane Ravitch
- Is this really the way schools are heading? What really are
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mindless drones to complete the tasks of adults that escaped
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August 2002.
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Us Down : The Hidden Curriculum of Compulsory Schooling
by John Taylor Gatto
- Thirty years of award-winning teaching in New York City's
public schools led John Gatto to the sad conclusion that compulsory
governmental schooling does little but teach young people to
follow orders as cogs in the industrial machine.
The
Schools Our Children Deserve
Moving Beyond Traditional Classrooms and "Tougher Standards"
by Kohn, Alfie
Teacher-turned-writer Alfie Kohn takes on traditional-education
giants like E.D. Hirsch, along with practically every state government
"raising the bar" and toughening standards, in this
attack on the back-to-basics movement. 1999 Hardcover
Class
Struggle
by Mathews, Jay
What's Wrong (And Right) With America's Best Public High Schools.
1998 Hardcover.
Summerhill
School
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Originally published in 1960, it was a radical idea to allow
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Left
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"Whenever the academic curriculum was diluted or minimized,
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Creating
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by Stone, Sandra J.
Schools are trying to duplicate homeschools! Appropriate strategies
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No
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Inspiration and numbers and websites and addresses and names
of books that you need to do all the stuff you'll want to do
after you read this. 1999 Paperback.
Bullies
& Victims : Helping Your Child Survive the Schoolyard Battlefield
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Bullies and Victims explores the context of teasing and the power
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Deschooling Our Lives
by Matt Hern (Editor)
A provocative, practical response to the crisis in our schools,
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