In a community program aimed at enhancing children's extracurricular involvement, a facilitator observes two distinct groups of parents. The upper-middle-class parents frequently engage in discussions about their children's interests and encourage them to choose activities based on personal autonomy. In contrast, the working-class parents tend to express concerns about the need for structure and discipline in their children's free time. How might these differing values impact the children's experiences in the program?

The differing values between the upper-middle-class and working-class parents can significantly influence how children experience extracurricular activities. Children from upper-middle-class families may feel empowered to explore their interests freely, leading to greater creativity and personal growth. For example, a child encouraged to choose their own activities might pursue art or sports they are passionate about, fostering a sense of independence. On the other hand, children from working-class families, who may prioritize structure, might participate in more organized activities that focus on discipline, which can help them develop a strong work ethic but might limit their exploration of personal interests. Overall, these contrasting approaches can shape not only the children's skills and abilities but also their attitudes toward learning and self-expression.