Abstract
ABSTRACT In the United States, families know that extracurricular activities serve as a qualitative distinction in postsecondary admissions and merit-based aid awards, leading to competition in their participation and leadership positions. Despite the extensive literature supporting extracurricular activities, there is an incomplete picture of how school characteristics influence high school students’ participation and holding of leadership positions within extracurricular activities. Using the US Education Longitudinal Study of 2002, our study explores how the school characteristics of socioeconomic status, test scores, class size, school urbanicity, and school control shape twelfth-grade participation and holding leadership positions in ten school-sponsored extracurricular areas. From our results, we offer recommendations on how schools can create equitable participation levels and discuss the ever-expanding role of extracurricular activities in defining merit.
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