DID YOU KNOW? During the civil rights movement respectability and dignity was paramount, and so was fashion among black people in marginalized communities [women with dresses, and proper shoes and men in suits and they all wore hard shoes]. Everyone was dressed to promote dignity.” Fashion continues to be a tool for marginalized communities. From the civil rights movement to the Black Panther era to Black Lives Matter, fashion has played a key role in conveying the message of protest. This sense of being elegantly dressed was part of the black experience inside and outside of protests and movements. In the 1960's the Civil Rights protest movement, including the anti-Vietnam War movement, and the Women’s liberation movement, clothing became an important visual tactic for creating cohesion between the protest demonstrators to more effectively create and frame protests and to symbolically express their disapproval and defiance to fighting the status quo. How does fashion among protestors drive the future? Clothing isn't always just clothing; fashion and activism are intertwined, and can bring people together for a cause. In like manner, fashion reflects social changes. Social change means a significant rethinking of behavioral patterns and cultural values. You can see how fashion changes throughout history depending on the current social and political moment and how the true pride of our past drives the future.

The rapid growth of home schooling during the past two decades (Marlow, 1994; Natale, 1992), from less than 50,000 to as many as 1 million students (Churbuck, 1993; Ramsey, 1992; Rieseberg, 1995; Aslan, and Sahinoglu-Keskek, 2022), prompted extensive research to investigate parental motivations for choosing home schooling for their children. These parental motivations include meeting the unique needs of their children, dissatisfaction with public or private school systems, a desire to instill certain values or ideals into their children, a desire to foster closer relationships with their children, and an inherent belief that education is the responsibility of the parent as opposed to the responsibility of the government (Bell & Leroux, 1992; Holt, 1981, p. 13; Mayberry, 1989; Van Galen, 1988; Green-Hennessy, and Mariotti, 2021). Compared to children attending conventional schools, research suggest that homeschooled children have higher quality friendships and better relationships with their parents and other adults. When asked, what are the children’s perceptions of their homeschooled experiences? Children, responded, they are happy, optimistic, and satisfied with their lives. Their moral reasoning is they are as advanced as that of other children in brick-and-mortar schools, and they may be more likely to act unselfishly.

Children who were targeted from a wide age range perceptions of their home-schooled experiences were also measured in two social areas, frequency of playing games with friends and interaction with other home educated children. Social areas were included because of criticism that home education programs often “shortchange” students (Ramsey, 1992, p. 22). When asked of their perceptions as to socializing, children were satisfied with becoming part of a homeschool co-op and or joining their local public schools, joining extracurricular activities. Past research has also used math and reading scores as measures of effectiveness of home education programs (Wartes, 1988). Considering home schooling laws in many states require home educated students to take standardized tests as a measure of their academic success, the highest scores referred to homeschooled student than that of their peers in conventional school settings. It is suggested that future studies focus not on outcomes of socialization but on the process itself.

Science 2.0 (2021), reported a new study that examined how homeschooling affected adolescents’ character, health and well-being found that adolescents who are homeschooled are more likely to report greater character strengths and fewer risky health behaviors later in life.

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