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A Quarter Century of Participation in School-Based Extracurricular Activities: Inequalities by Race, Class, Gender
Ann Meier1, Benjamin Swartz Hartmann2, Ryan Larson2
1Department of Sociology & Minnesota Population Center, University of Minnesota, Minneapolis, MN, USA. meierann@umn.edu.
Abstract:
Extracurricular activity participation is linked to positive development, but it is also a setting for inequality. Using a quarter century of data from Monitoring the Future (N = 593,979; 51% female; 65% non-Hispanic white; 13% non-Hispanic black; 12% Hispanic; 4% non-Hispanic Asian/Pacific Islander; 7% other race), this article documents patterns and trends in school-based extracurricular participation by race, social class, gender, and age, and their links to academic and substance use outcomes. Findings reveal differences by race and confirm a division by social class that has worsened over time. Further, girls are gaining on boys and surpass them in some types of school-based activities. Participation is linked to better academic outcomes and less substance use, affirming the importance of redressing the inequalities revealed.
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