emotionally layered accounts: homeschoolers' justifications for maternal deviance

Lois, Jennifer

doi:10.1080/01639620802069783

Cited by 24 publications

(39 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Lois () found that some of the most common ways these mothers are labeled are as “academically arrogant” (p. 210), “socially over protective” (p. 214), “morally self‐righteous and extreme” (p. 216), and “relationally hyper engaged” (p. 220). And while homeschooling is becoming more widely accepted and practiced, it is still seen as a deviation from the norm and is often contradictory to what is generally considered “good mothering.” Teacher–mothers cope with this stigma by developing justifications for their choice (Lois, , ). New teacher–mothers attempt to assuage their insecurity by immersing themselves in research and buying expensive curricula (Lois, ).…”

Section: Stigma Management Emotional Management and Fear Of Failurementioning

confidence: 99%

See 1 more Smart Citation

Motherhood, homeschooling, and mental health

Baker

2019

Sociology Compass

View full text Add to dashboard Cite

Homeschooling fits neatly under the umbrella of intensive mothering, a prominent parenting style in the United States. Intensive mothering has been shown to increase the emotional distress of mothers, which may be exacerbated when mothers take on the additional burden of being responsible for the formal education of their children. Given that intensive mothering ideologies negatively impact maternal mental health, it makes sense to examine how homeschooling may exacerbate this outcome. In this paper, I examine the literature on intensive mothering, homeschooling, and mental health to demonstrate a need for further exploration to show how homeschooling mothers, encouraged by intensive mothering ideologies, may be putting their mental health, and more, at risk in their endeavors to be both “good mothers” as well as “good teachers.”

show abstract

Section: Stigma Management Emotional Management and Fear Of Failurementioning

confidence: 99%

“…Teacher-mothers cope with this stigma by developing justifications for their choice (Lois, 2009(Lois, , 2013. New teacher-mothers attempt to assuage their insecurity by immersing themselves in research and buying expensive curricula (Lois, 2006).…”

Section: Stigma Management Emotional Management and Fear Of Failurementioning

confidence: 99%

Motherhood, homeschooling, and mental health

Baker

2019

Sociology Compass

View full text Add to dashboard Cite

show abstract

“…In addition to structure, several other family contextual factors potentially shape the decision to enroll, homeschool, or flexischool children. Parents' educational backgrounds influence their perceptions of their own capabilities as planners, teachers, and coordinators of their children's individualized education curricula (Kunzman and Gaither ; Lois ). Parents' employment status, income levels, and community networks may also influence their decision to homeschool or flexischool (Collom ; Gaither ; Isenberg ).…”

Section: Family Economy Rural School Choice and Deciding To Homeschmentioning

confidence: 99%

Family Economy, Rural School Choice, and Flexischooling Children with Disabilities

Schäfer

Khan

2016

Rural Sociology

View full text Add to dashboard Cite

Most homeschooled students would be more accurately described as “flexischooled,” partly homeschooled and partly enrolled in school. The popularity of these two alternatives to public or private school enrollment has increased over the past several decades to the extent that, by 2012 over 2 million students, 4 percent of the population, were either flexischooled or homeschooled in the United States. To understand why parents have pursued these options over enrollment, we employed a family economy perspective, arguing that family, child, and locational considerations shaped parents' motivations for homeschooling or flexischooling over enrollment. For example, parents' decisions were partially shaped by the interaction between children's disability status and rural location. Using data from the National Household Education Survey 2012, this article first describes the prevalence of flexischooling and full‐time homeschooling. Then, it demonstrates how various family, child, and locational factors shape the odds of flexischooling and homeschooling, and then examines the interaction between location and children's disability status in detail. We discuss the implications of our findings for family economy theoretical perspectives, flexischooling, and rural education research.

show abstract

“…One of my favorite college instructors called teaching “a glorious hell,” meaning that extreme intellectual and emotional shifts circulate through the classroom. It should be no surprise that education often becomes even more impassioned when the teacher is the children's own mother, as is nearly always the case in homeschooling (Lois, , ). This article presents the narrative of one such loving homeschooling mother‐teacher, an evangelical named April Greene, illuminating how she developed and used a curriculum for her children by drawing on the principles of classical and Christian education.…”

mentioning

confidence: 99%

“…nearly always the case in homeschooling (Lois, 2009(Lois, , 2010. This article presents the narrative of one such loving homeschooling mother-teacher, an evangelical 1 named April Greene, 2 illuminating how she developed and used a curriculum for her children by drawing on the principles of classical and Christian education.…”

mentioning

confidence: 99%

Contextualizing the Tools of a Classical and Christian Homeschooling Mother‐Teacher

Sherfinski

2014

Curriculum Inquiry

View full text Add to dashboard Cite

This article reports on the resurgence of classical and Christian education in the United States. This education has been especially popular with evangelical homeschooling mother‐teachers. It seeks to cultivate the biblical virtues of truth, goodness, and beauty through contemplating scripture. The curriculum relies on the ancient Trivium tools of knowledge, understanding, and wisdom in order to do this. The inquiry seeks to examine the contexts surrounding a mother‐teacher's classical and Christian educational practice guided by two questions: (1) Why and how does an evangelical homeschooling mother‐teacher use classical and Christian tools? (2) What are the possibilities and challenges of classical and Christian homeschooling for an evangelical mother‐teacher? This curriculum is illustrated with the portrait of April Greene, an evangelical homeschooling mother‐teacher of two preteen boys. April enacted agency through the complex and dynamic development of her children and herself. April engaged the Trivium using bricolage, making educational meanings by picking and choosing from available resources and tactics to suit her purposes of intellectual and Christian identity formation. She moved beyond the borders of the official curriculum to create unofficial practices as well. These choices allowed her to negotiate the requirements of evangelical identity and the fact that living and leading in the world may require some knowledge of popular culture. April experienced possibilities related to classical and Christian curriculum, pedagogical tools, and mother‐teacher identity. Classical and Christian education also presented a number of difficulties for April regarding cost, time, child agency, perspective taking, isolation, and gender burden. April's identity and agency as a mother‐teacher reflected her intense devotion. She struggled with competing roles and expectations while thriving on the unique challenge of becoming an evangelical homeschooling mother‐teacher.

show abstract

emotionally layered accounts: homeschoolers' justifications for maternal deviance

Cited by 24 publications

References 35 publications

Motherhood, homeschooling, and mental health

Motherhood, homeschooling, and mental health

Family Economy, Rural School Choice, and Flexischooling Children with Disabilities

Contextualizing the Tools of a Classical and Christian Homeschooling Mother‐Teacher

Contact Info

Product

Resources

About