Minor Leagues: the Commercialization of Youth Sports and Its Implications for Privatization in Education
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Minor Leagues: The Commercialization of Youth Sports and its Implications for Privatization in Education By Brandon Lee Nicholson A dissertation submitted in partial satisfaction for the requirements for the degree of Doctor of Philosophy in Education in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Bruce Fuller, Chair Professor Daniel Perlstein Professor Todd Laporte Fall 2010 Abstract Minor Leagues: The Commercialization of Youth Sports and its Implications for Privatization in Education by Brandon Nicholson Doctor of Philosophy in Education University of California, Berkeley Professor Bruce Fuller, Chair As scholars and policymakers across disciplines argue the merits of market influences in public schooling, few have taken aim at the ongoing privatization of youth sports. Even as treatment for the poor academic performances of disadvantaged groups, too many point to the perceived cultural shortcomings of the children and their families, and ignore the inadequacies of the underlying opportunity structures. This phenomenon also manifests itself in the characterization of athletics as a potentially harmful distraction to youth in underserved communities and as an asset to youth in privileged backgrounds. While such an assertion trivializes prevailing systemic inequalities in access to opportunities, it also ignores the realities of contemporary youth sports institutions, which have become highly commercialized as pathways to college admission. This case study utilizes organizational and institutional theory to illustrate the broad-based participation in the youth athletic enterprise facilitated by the grassroots marketing divisions within a multi-national sports apparel firm. More specifically, this project identifies the actors within these institutional fields—namely young athletes and their families, youth club and college coaches, event planners and corporate marketing representatives—and the motivations, demands, and associated responses that drive their behaviors. It demonstrates that these actors span a range of racial and socioeconomic backgrounds, all of whom act simultaneously as “buyers” and “sellers” of services within the market context. However, the demands of this privatized field transcend technical efficiency and material benefit, as institutional-normative legitimacy also takes on great significance. Accordingly, these actors respond to the demands they face, both by adapting their behaviors as well as leveraging their resources to assert their expectations on other groups. Finally, this investigation of a market-based youth structure informs a discussion of the implications of privatization in public schooling. 1 TABLE OF CONTENTS Abstract…………………………………………………………………………………………………………………………………………………..1 Acknowledgments………………………………………………………………………………………………………………………………….ii Chapter One –Introduction………..………………………………………………………………………………………………1 Chapter Two—Literature Review and Introduction to Case……………………..………………………………12 Chapter Three—Who are the Key Actors in the Field?.................................................................29 Chapter Four— How Do the Core Actors Describe Their Central Motivations Pertaining to Participation Within the Field?.....................................................................................................44 Chapter Five—What Technical-Efficiency and Institutional-Normative Demands Do These Core Actors Face as They Vie for Influence in the Field, and Where Do They Come From?.................59 Chapter Six—Chapter 6— How Do These Core Actors Respond to These Technical-Efficiency and Institutional-Normative Demands in the Field?............................................................................78 Chapter Seven—Discussion………………………………………………………………………………………………………95 i ACKNOWLEDGMENTS My journey towards the completion of this project has been a tremendous challenge and benefit at the same time. As profound an experience as this project has been for my life, it would have been impossible for me to accomplish without a wealth of support from so many people in my community. Growing up in Oakland, California underscored the need for equitable access to educational opportunities for people of color and those from low-income backgrounds. Still, the educators at Arts Magnet Elementary School and Claremont Middle School—both Oakland Public Schools—lay the foundation for my ability to analyze critically a broad range of questions and issues. They also made it possible for me to thrive at my high school—Marin Academy— where I was fortunate to receive an outpouring of training and support from the entire community. At the same time, my firsthand experience of the resources and privileges available to the students in my environment galvanized my commitment to a life in pursuit of improvements in public policy. During my time at Princeton University I encountered a number of talented intellectuals who inspired me to pursue advanced study in the realm of educational policy. Richard Carter, Eddie Glaude, Nate Scovronick, Richard Hope, Cornel West, Stan Katz and Marta Tienda all provided me with guidance and encouragement to continue to pursue my intellectual passions. With that said, it was the support of my social network on campus that empowered me to thrive and push forward. Without the help of Diana Hill and various other members of the Black Graduate Caucus, I would have had neither the confidence nor the wherewithal to navigate the graduate school application process. My good friend Jonathan Beauford was with me every step of the way as we pursued opportunities for graduate study. Beyond providing me with an opportunity to gain a wealth of experience working with children in Princeton Township, Marjorie Young served as a surrogate mother of sorts. I am eternally grateful to all my friends and extended family from Princeton, who made my time there so special, as well as to the Ron Brown Scholar Program for helping to make it all possible. While electing to matriculate at the University of California, Berkeley proved to be a rather taxing process, there is no doubt that it was worth the effort. In fact, absent of a day of instruction, the outstanding support staff within the offices of the Graduate School of Education and the Policy Organization, Measurement and Evaluation ensured that my experience would be top-rate. Along with the rest of the administrative staff, Karen Sullivan, Marjorie Lovejoy, Ilka Williams, and Ann Foley all went to great pains to keep me on track throughout my tenure in the program. I benefitted from a tremendous team of wise, dedicated, and compassionate professors who advised me throughout my time at Berkeley. Along with the general POME faculty, Derek van Rheenen, Todd LaPorte, and the late Herb Simons each made a critical contribution that helped shaped my scholarship. As my secondary advisor, Daniel Perlstein promised that he would push me to deepen my thinking and strengthen the quality of my work. He delivered on that promise with interest, and also helped me stay focused on my sense of purpose. I am beyond appreciative for having had Bruce Fuller as my primary advisor and friend. He has epitomized of the optimal balance of compassion, trust, rigor, intellect, honesty, flexibility and humor. His belief in my abilities afforded me the confidence to finish. ii My development at Berkeley was as much personal as it was academic, and neither would have been possible without my vast support network. Kim Nga Hyunh, Linda Choi, Erica Turner, and Jerlena Griffin-Desta formed a cohort that was unmatched in its continued commitment to the growth and wellbeing of each member. I learned a great deal from working with all my colleagues in student housing, the Black Graduate Student Association, and the Graduate Assembly. Further, much of the inspiration for my dissertation came from the countless hours I spent around the Athletic Study Center, where I learned a great deal from my students, but also developed great friendships. Although the entire staff was kind and supportive, I am especially grateful to Courtney Dolder and Quame for their continued friendship, and to Tony Mirabelli for supporting me in my work. Of course, without Lou Richie’s invaluable guidance and network, my dissertation project never would have made it off the ground. It is inconceivable that I could have even dreamed of embarking upon such an undertaking without the backing of a wealth of family and friends. I am indebted to all my friends in my Buddhist organization, Soka Gakkai International-USA, who poured in tons of prayer and spiritual support on my behalf. Special thanks go to Anasa Tatum for so graciously editing this project. I am extremely fortunate to have a family that has believed in me and encouraged me to pursue higher education, and it is not lost on me how remarkable and fortuitous a feat it is that all of my grandparents, Lois Crockett, Frank Crockett, Henry Hogan, Pat Hogan, Mary Nicholson, and Fred Nicholson completed their college degrees and committed themselves either to education or some other area of public service. I owe a great debt to Steve and Zanita Singleton, whose home served as an outpost for much of my reading and writing during this dissertation process. My mother and father—Bernadette Nicholson and Bruce Nicholson—laid a firm educational foundation before me, especially as they taught me the importance of critical thinking. I owe a special thanks to my mom for constantly exhibiting such incredible strength,