本研究旨在了解社會文化因素（尤以階級為主軸）對學生遊戲的影響，以及學生透過遊戲所型塑之身分認同。為達上述目的，先選取一所位於階級混雜學區的國小，再從中挑選一班六年級學生為研究對象，透過觀察與訪談，蒐集實徵資料。本研究發現，中產階級遊戲團體的遊戲性質較有「學術性」，反觀勞動階級遊戲團體，則較有「肢體性」。不同階級屬性的遊戲性質，在學校脈絡下的意義有所不同，中產階級遊戲團體是順從學校規定進行遊戲，但勞動階級遊戲團體則是遊走於學校規定邊緣進行遊戲。不同遊戲團體之間，因為身分認同作用，有「涇渭分明」的現象，而各遊戲團體內部則有階級「淨化」作用。

The study was designed to analyze the influence of socio-cultural factors, especially focusing on social class, on the sixth graders’ play and games as well as how students create their identities accordingly. To this end, after choosing an elementary school in an area where different classes coexist, a class of sixth graders was selected as research participants. The study adopted classroom observation and interviews to collect the empirical data. According to the research findings, the attributes of middle-class students’ play and games tend to be more academic while their working-class counterparts’ play and games tend to be more athletic. Furthermore, considering the meanings of the play and games of students from dissimilar social backgrounds within the field of the school, middles-class students’ play and games follow the rules of the school whereas working-class students may break the rules of the school. Each play group has its own self-identity, which strengthens the separation and constitution of each group, and also shows the phenomenon of “class purification.”