Trent, W.T. & McPartland, J.M. (1982). The sense of well-being and opportunity of America’s youth: Some sources of race and sex differences in early adolescence. ERIC Reports: U.S. Department of Educational Research and Improvement.

OVERVIEW

At a time when racial tensions in schools seem to be increasing, it is appropriate to evaluate the contribution of extracurricular athletics to students—particularly its effects on the reduction or increase of racial tension. This must be a multi-faceted study, because racial tension is due to many factors, including a sense of well-being and self-image. Do athletics and other activities aid or hinder the young person in development, particularly in terms of self-esteem?

The report examines the role of schools and "outside" social and economic influences in young peoples’ lives, focusing on the impact that participation in extracurricular activities has on racial tensions and students’ self-images. Considering data collected from a national survey of tenth grade students done by the National Center for Educational Statistics, participants responded to a series of questions as applicable to the students’ sense of well being, satisfaction with school, self-esteem, and sense of opportunity. The racial composition of the students’ schools was also examined. The national character of the survey, the sample size (20,654), and the prestige of the agency gives this study particular credence.

The conclusion drawn by the Trent and McPartland study is that participation in extracurricular activities contributes to improved satisfaction and well-being for both blacks and whites. It does not, however, influence either the sense of personal efficacy or a positive self-image. Schools that were desegregated and maximized participation in activities appear to enhance black students’ sense of well-being.

This study is immensely important as it offers a true picture of the benefits of athletics. Its research, thorough and professional, draws profound conclusions. There are six pages of charts and several pages of conclusions. Among the findings:

• Participation in school-sponsored extracurricular activities is important only as a source of students’ well-being, making a minor contribution relative to other variables for other outcomes.
• Students’ sense of efficacy is primarily a function of non-school status influences, such as a student’s race, religion, sex, and adult destination.

IMPLICATIONS

1. Participation in school athletics provides a student a sense of belonging and identification that no other school activity can provide. However, one cannot expect extracurricular activities to be responsible for all aspects of child development.
2. Sports are valuable, and when operating properly are especially beneficial to youth; however, these types of activities are much less effective in promoting development and molding of self-image.
3. The family, church, and other societal factors appear to be the institutions that, complementing school grades, contribute most to self-image.
4. Youth leaders need to understand that self-image and self-esteem are internally developed and established External honors and praises are appreciated, but should not be allowed to consume a young person.
5. Self-optimism evolves from a positive identity and acceptance.