Games, Socialization and Parental Values: Social Class Differences in Parental Evaluation of Little League Baseball

Abstract

A comparison of the evaluation made by a sample of middle- and working-class parents of the socialization functions of Little League Baseball was undertaken. The evaluation was based on a model of game socialization which identifies three basic interpretations: the interactionist, psycho-social conflict, and spontaneous in volvement models. Each model is considered to vary in its interpretation of (1) game attraction: (2) game impact: and (3) game training effect. Hypotheses generated were only partially supported. It was hypothesized that middle class parents would evaluate the attraction of the game as an end in itself, while working class parents would evaluate the attraction as a means toward the attainment of community integration. It was found from a factor analysis of responses to selected variables that both classes evaluate the attraction of Little League as a means toward the attainment of valued goals: for middle class parents, as training in cooperation and adaptation to middle class values; for working class parents as training in learning to respond to authority and as a means toward attaining social integration. It was concluded that Little League represents an integrally important family environment reflecting fundamental social class differences in parental values.