25. Consider barriers to participation in extracurricular activities

Admissions 09.16.24

Here’s what the federal government can do:

  • The U.S. Department of Education should collect, conduct, and disseminate research on barriers to participation in extracurriculars faced by historically underrepresented communities and students.
  • Congress should provide funding to support out of school time enrichment for students in high poverty schools.

Here’s what state government can do:

  • State legislatures should increase funding for students with lower incomes to access extended learning and extracurricular activities.

Here’s what institutional leaders can do:

  • Public and private institutions should audit their admissions criteria to include consideration of barriers to participation in extracurricular activities.

While participation in extracurricular activities can demonstrate a student’s leadership skills, intellectual curiosity, and other attributes that would be valuable to a student body, these opportunities are not equitably available to all students — and the way they are considered in an application process may disadvantage students from marginalized backgrounds who possess the same talents. For example, a study of two North Carolina high schools found that the higher the number of eligible students qualifying for free or reduced lunch, the less access students had to extracurriculars such as academic honor societies, service opportunities, and sports activities.[i] Even when opportunities are available, students from lower income households may need to work after school instead of participating in enrichment activities, unpaid internships, or volunteer work. Around 20.3 percent of teenagers between the ages of 16 and 19 were employed in 2022, an increase of 2.7 percent since 2020.[ii] Public and private institutions should take into consideration barriers to participation in extracurriculars experienced by historically underrepresented students, such as financial resources and after-school employment.

[i] Lakshmi, Jayaram; Lutz, Amy; & Bennett, Pamela. “Beyond the Schoolyard: The Role of Parenting Logics, Financial Resources, and Social Institutions in the Social Class Gap in Structured Activity Participation,” February 24, 2012. https://www.researchgate.net/publication/328039672_httpjournalssagepubcomdoiabs1011770887302X07303626.

[ii] “Youth Enrolled in School and Working: Percentage of Youth Ages 16–19 Who Are Enrolled in School and Working by Age, Gender, and Race and Hispanic Origin, 2000–2022.” Child Stats. https://www.childstats.gov/americaschildren/tables/ed5b.asp.