Some time ago, we (Child's Play -- a Canadian homeschooling newsletter) participated in the distribution of a survey questionnaire of adults who were home-educated as young people. Researchers Gary Knowles, of the University of Michigan, has recently sent us a copy of his draft report. Its title is We've Grown Up and We're Okay -- An Exploration of Adults Who Were Home-Educated As Students.

The paper was presented at the 13th National Conference of the New Zealand Association for Research in Education in Dunedin, New Zealand last December. Although he is still in the process of expanding the report with information obtained through telephone and face to face interviews, Knowles' report provides a fascinating insight into the long-term effects of home-based learning.

Knowles writes, that the characteristics of the adults in his study suggest that they grew up with "specific advantages that contributed to their independent views of society and their roles in it." As I learned when I did my home-based education research a few years ago, they are not a homogenous group, nor are they easy to categorize.

Knowles found that adults who have been home educated are located in both rural and urban areas; they are employed in a variety of professions and occupations, although many seem to be concentrated in those occupations that allow for independence, flexibility and, often, creativity; and they exhibit a wide range of political views and religious affiliations.

He also found that the majority reflected a positive attitude toward their home education and family experiences. Moreover, he notes, these adults "do not appear to exhibit characteristics which suggests they are disadvantaged as a result of their home education experience." He clearly states that his research led him to think that home-based education may have advantages that "hitherto have gone unrecognized."

One interesting issue raised by Knowles is the difference between social development and socialization. He defines socialization as "the process of fitting young members of society into the mould cast for them by the adults of society." It includes, he suggests, the inculcation of widely-held community morals and values so that individuals will hold responsible attitudes and beliefs about acting in socially acceptable ways.

Social development, on the other hand, is, he points out, defined as having psychological and emotional dimensions. He makes the point that many contemporary home educating parents have chosen this method of learning because they do not believe that the public school system promotes healthy social development or because they define healthy social development differently from public schools and from "the norms they perceive to represent the Anglo American middle class."

Further information about Knowles' study will be forthcoming, but here, briefly, are some of his findings. Forty-two percent had attended a college or a university after being home-educated for at least two years. Twelve percent had completed advanced university degrees, another twelve percent had completed an undergraduate degree, and a further sixteen percent had completed some graduate school courses.

Nearly two-thirds of the formerly home educated adults were self-employed, indicating, says Knowles, a high level of autonomy and independence. None were unemployed, although some chose to stay home to care for children.

When asked whether or not they would wish to be home educated if they had their lives to live over again, ninety-six percent answered positively. Positive aspects of home based education included strong family relationships; the self-directed, individualized nature of their learning; the resulting self-reliance; and the flexibility.

Respondents felt that home-based learning had encouraged the development of self-reliance and resourcefulness, as well as the study skills associated with attendance at a university or college.