High School Extracurricular Activities: Closed Structures and Stratifying Patterns of Participation

• Published in: The Journal of educational research (Washington, D.C.) D.C.), 1998-01, Vol.91 (3), p.183-191
• Main Author: McNeal, Ralph B.
• Format: Article
• Language: English
• Subjects: Academic achievement; Arts; Athletics; Biological and medical sciences; Cheerleading; Clubs; Cultural capital; Culture; Disadvantaged Youth; Education; Educational Attainment; Educational psychology; Educational Resources; Extracurricular Activities; Fundamental and applied biological sciences. Psychology; High School Students; High Schools; Hispanics; Minority & ethnic groups; Minority Group Children; Minority group students; Participation; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; Secondary schools; Sex Differences; Skills; Society; Socioeconomic factors; Socioeconomic Status; Student athletes; Student Behavior; Student Characteristics; Student Development; Student Participation; Students; Teachers
• ISSN: 0022-0671; 1940-0675
• DOI: 10.1080/00220679809597539

Much existing research documents the benefits gained by students when they participate in high school extracurricular activities (Camp, 1990; Eidsmore, 1964; Haensly, Lupkowski, & Edlind, 1986; Holland & Andre, 1987; McNeal, 1995; Yarworth & Gauthier, 1978). However, we know little about the patterns of participation (i.e., who is more likely to participate in which activities?). A finding in this research was that extracurricular activities are not equitably participated in by various subgroups of the high school population. To some degree, members of various racial and ethnic minority groups have greater likelihood(s) of participating in all types of extracurricular activities studied (athletics, cheerleading, fine arts, academic organizations, newspaper/yearbook, student government/service organizations, and vocational activities). Girls have an increased likelihood of participating in all the activities except athletics, which are dominated by boys. Finally, evidence also supports the hypothesis that the high school extracurriculum is one arena in which students of higher socioeconomic standing and greater academic ability have a distinct advantage. Given the differential rates of participation, and specifically the increased rates by various minorities, restricting access to or eliminating specific activities may make student access, and the resulting benefits from participation (e.g., network, prestige, cultural capital), less equitably distributed among the student population.