Class Differences in Family Problem Solving: The Effects of Verbal Ability, Hierarchical Structure, and Role Expectations

Abstract

Propositions drawn from small group problem-solving research are combined and modified to explain social class differences in family problem solving with externally generated, rule-bound, conjunctive, puzzle-like problems. Four hypotheses are derived which predict: (1) middle-class families will be better problem solvers than working-class families; (2) verbal ability will influence problem-solving performance; (3) role expectations will account for class differences in problem-solving performance, with blue-collar families performing better when they are father-led and white-collar families performing better when they are egalitarian; and (4) the combination of open communication structures and normative role expectations will account for the better performance of white-collar families. The results of an experiment conducted in families' homes support hypotheses 1 and 3 and provide partial support for hypothesis 4. Implications for applying small groups findings to family groups and the contribution of family research to group problem-solving theory are discussed.