OVERVIEW

This comparative study attempts to disprove the belief that sport is a negative factor on competitive attitudes of children in the inner-city. Previous studies were implemented in suburban settings, and Osake was interested to see if the findings were similar.

DESIGN

The competitive nature of 384 inner-city urban children was explored within three environmental settings: a social game, an athletic event, and an academic performance. It was proposed that comparisons of performance choices (cooperation or competition) on the assessment trials for settings would reveal either a consistently cooperative (cooperation only) or a consistently competitive (competition only) behavior pattern. Cooperation and competition were measured by the Madsen cooperation board in the social setting (rewards could only be gained through total cooperation), by a free throw contest in the athletic setting, and by fourth grade mathematical word problems in the academic setting.

FINDINGS

The data support the hypothesis that urban children approach most situations with a significant degree of consistent competitiveness. However, the data also reveal that there are specific circumstances in which urban children choose consistent cooperation or choose to perform inconsistently across environmental settings. According to the study, children decide to perform in a manner that best optimizes rewards. Those who felt competent at a certain task chose competition, while those who did not chose cooperation.

CONCLUSIONS

Inconsistent performances reveal behavior patterns that associate social competition with athletic cooperation and social competition with academic cooperation. Inconsistent cross-situational performances are found to be related to different views on self-concept. Children usually compete in situations in which they feel competent. In addition to self-concept, socio-economic status and sex are found to significantly influence their choices.

IMPLICATIONS

• This study supports the hypothesis that self-concept influences the actions of an individual.
• Youth leaders need to help kids find areas in their lives in which they feel competent. Competency builds self-esteem, and self-esteem plays a major role in how kids handle themselves and what life offers them.
• An attitude of cooperation needs development and regular use. Unfortunately, competition prevails. Negative competition produces negative self-esteem. Youth workers are in the business of building people, not tearing them down.

Rob Zarges cCYS

But to be young... (1989, January 14). The Economist, p. 30.

OVERVIEW

A 1988 survey showed that nearly 75% of the entering college freshman feel that college is the ticket to a higher paying, and therefore "better," job. However, 12% did not feel that undergraduate school is enough to achieve this (higher paying) goal.

It is not surprising that more students (and with more depth and frequency) feel depressed and overwhelmed. There is heavy pressure to perform in this world. Unfortunately, it is directly tied with mobility status, and success is directly tied with income.

QUESTIONS FOR REFLECTION AND DISCUSSION

Consider the scenario:

Last night I spoke with Jill. She is an extremely bright, attractive, and articulate sophomore in college. She comes from a competent and successful family. She is an amazingly competent leader, and has been years beyond herself for as long as she can remember. People have grown to expect greatness from her nineteen year old life. She could not take it. Last week she quit school and sought help.

1. What is wrong with this picture?
2. How has our culture let Jill down?
3. What counsel would you give to Jill?

IMPLICATIONS

1. Society needs gifted and competent leaders who are sensitive and caring, bright, and articulate. However, these people are devastated by society’s expectation for them to be superhuman.
2. The intrinsic values of American culture need to be reassessed to discern the ways it presses us into harmful, debilitating, and oppressive behaviors and lifestyles.
3. U.S. society needs to challenge the assumption that "you are what you do." Until this occurs, many more remarkable people like Jill will "slip through the cracks," virtually unnoticed.
4. In relational youth work, it is important to build people up to their potential—not to false goals. It is valuable to keep in mind one’s self-esteem.
5. Young people need to be happy and content with whom they are. Another person’s expectations can debilitate a person. The striving for wholeness does not have room for comparisons. Kids need to understand that they can stand approved by being the person he or she is designed to be and by doing the best they can.