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Record W312012363

African-Americans and Pick-Up Ball

2000· article· en· W312012363 on OpenAlexvenueno aff
David C. Ogden

Bibliographic record

VenueNine · 2000
Typearticle
Languageen
FieldArts and Humanities
TopicAmerican Sports and Literature
Canadian institutionsnot available
Fundersnot available
KeywordsLeagueRecreationPsychologyFootballAdvertisingBasketballPolitical sciencePublic relationsGender studiesSociologyHistoryBusinessLaw
DOInot available

Abstract

fetched live from OpenAlex

The Loss of Diversity and Recreational Diversion in Midwestern Youth Baseball There are two things seldom seen today on Little League and other youth baseball diamonds in the Midwest. One is African-American children. The other is spontaneous play. What you find, typically, is highly organized play supervised by adults and undertaken by Caucasian boys. Despite the plethora of youth baseball programs, officials in those programs lament that boys are not experiencing the extemporaneous demands of pick-up ball; and, despite data showing the importance of sports to African-American youths and parents, those youths get little exposure to baseball, either formally or informally, according to officials and others. [1] Such trends, say the officials, are antithetical to Major League Baseball's goals of making the game a primary interest among adolescents and teenagers. BACKGROUND AND METHODS Youth baseball (for eleven- to fourteen-year-olds) is organized in various ways, but its highest level of competition comes in the form of or traveling teams. Such teams in the Midwest are usually assembled via tryouts, in which only the best players are chosen, or by selection of all-stars from among teams in recreational leagues. Most of the players on those teams live with both parents in the city or suburbs and play between twenty and seventy games each summer. Few are African-American and few regularly put on a glove for a pick-up or sandlot game with friends. According to coaches and officials, these are indicators that youth baseball, at its highest level of competition, is becoming more rigid in organization and more demanding economically for participants and their families. This paper does not intend to provide a demographic or psychographic profile of the typical youth select player. But some aspects of such a profile may emerge in the two-pronged inquiry attempted here: To what extent do African-American youths play select baseball? To what extent do select ball players play pick-up ball? Coaches, former coaches, and officials from Illinois, Indiana, Iowa, Kansas, Nebraska, and South Dakota were interviewed during the summer and fall of 1999. They noted the rarity of pick-up ball among their players and the rarity of African-American youths on select teams. Those interviewed cited numerous reasons, but some observations are echoed more than others, and those views form the basis of the ensuing discussion. ARE AFRICAN-AMERICAN YOUTH PLAYING SELECT BALL IN THE MIDWEST? Tracking specific numbers of African-American youths (eleven- to fourteen-year-olds) is difficult, since many youth league organizations do not track race or ethnicity of their participants. Although the black populations in the communities of the coaches interviewed are small, those populations had little or no representation. In my eight years of coaching, says Tom Tomanek, coach of a select team of fourteen-year-olds near Omaha, I've had only one player who was an African-American. encouraged him to try out for the select team, but he chose not to. While the coaches that were interviewed cited several reasons for the lack of participation by African-American children, four themes emerged. These themes also surface in the popular press and in African-American publications, such as Ebony. Lack of Time, Money, and Perceived Incentives Equipment, travel costs, and other expenditures related to playing select ball can add up to several hundred dollars for each player. For many African-American families such costs are beyond the family budget. A disproportionate number of African-Americans are poor and are working just to make ends meet, said Don Benning, who coached youth ball through the YMCA in North Omaha and in the Gladiators select program. I think you find minority families working long hours, and many of them are one-parent families, said Jerry Parks, former parks and recreation director and mayoral assistant for the city of Omaha. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.002
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.021
Threshold uncertainty score0.056

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.002
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0050.001
Scholarly communication0.0020.001
Open science0.0000.001
Research integrity0.0010.002
Insufficient payload (model declined to judge)0.0170.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.012
GPT teacher head0.203
Teacher spread0.191 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations1
Published2000
Admission routes1
Has abstractyes

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