According to Renn Shearin , if she had a dollar for every time she heard someone say, ‘Home schooled students don’t know how to socialize,’ Shearin would possess a small fortune. Originally from Lynchburg, Virginia but having spent the majority of her life in Raleigh, Shearin now an N.C . State freshman in nutrition science, was enrolled in home school throughout the entire duration of her grade school career.
Despite a few downsides – crazy homeroom teachers, cliques and the occasional fist fights – the social setting of the traditional high school experience was designed to ease student transition to campus life. However, Shearin would argue that the four years she spent as a home schooled high school student were just as enjoyable and preparatory for campus living.
When asked what she thought was the biggest misconception people had about homeschooled students, she immediately responded with, “[The idea] that we are not sociable… I have met some [home schooled students] that are not, but we have events every other day.”
Despite the considerable difference in class size and the drastic change of the presence of professors in the classroom, Shearin didn’t feel as if she missed out on anything by attending home school. If anything, her time spent being home schooled afforded her the opportunity to spend more time and develop stronger bonds with her siblings.
According to the 2009 U.S . Census Bureau, the estimated number of North Carolina students enrolled in home school was 41,814. Between the years of 2003 and 2007 the national number of students enrolled in home school increased 36%, reinforcing statisticians’ belief that the numbers would only continue to rise. While public and private schools can undoubtedly offer their students unique and life enriching experiences, many parents opt to home school as a way to isolate their children from the peer pressures often associated with a traditional school environment. Home schooling also provides an alternative for parents who are unimpressed with the curriculum and quality of education provided elsewhere. Others also believe reinforcing moral values and religious beliefs are easier to do for students in the home.
Initially, Shearin was hesitant about the class sizes at N.C . State, and understandably so, since the largest class Shearin had ever been a part of consisted of 25 students ( Shearin attended a French course five days a week at Wake Tech). However this has proven not to be a problem for the former Home School Honor Society Member.
Currently taking 15 credit hours, the only major adjustment Shearin claimed to be struggling with was spending so much physical time in the classroom – a far cry from her home schooling days.
“Normally, I’d have class once a week, per subject; Each class lasting 1-2 hours a week.” Although she spent little time in the classroom, Shearin felt that as a result she gained great study skills that have proven thus far to be beneficial.
According to Shearin, she had adapted well to the Wolfpack lifestyle establishing friendships with her roommate and suitemates. Counterintuitive to the stereotype that home schoolers are reclusive and lack social skills, Shearin was active on the Junior Varsity Home School Volley Ball Team, took four years of ballroom dance and was heavily involved in Teen Community Bible study for seven years, even leading worship for four of those years. Shearin has tried to maintain the same social vigor this year by joining the Food Science and Nutrition Club, as well as the University’s on campus Grace Church.
Shearin may not have experienced high school in the traditional format that most University students have, however her unique home school experience only added to the diversity that the University prides itself in.
