Unveiling the Inequalities of Extracurricular Activities in Admissions

Autor/inn/en	Park, Julie J.; Zheng, Jia; Kim, Brian H.
Titel	Unveiling the Inequalities of Extracurricular Activities in Admissions
Quelle	In: Change: The Magazine of Higher Learning, 55 (2023) 5, S.45-54 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2023.2235253
Schlagwörter	College Admission; Admission Criteria; Extracurricular Activities; Racial Differences; Socioeconomic Status; Private Schools; Student Leadership; Awards; Equal Education; Selective Admission; College Entrance Examinations; Racism; Social Bias + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Außerunterrichtliche Aktivität; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Private school; Privatschule; Studentenwerk; Award; Auszeichnung; Bildungsselektion; Aufnahmeprüfung; Rassismus
Abstract	Many institutions adopted test-optional policies during the COVID-19 pandemic, meaning that nonstandardized parts of the application may play a more influential role in admissions. Our research team examined extracurricular activities reporting in more than six million applications submitted from the Common Application dataset and found that White, Asian American, higher socioeconomic status, and private-school students reported more activities, more top-level leadership positions, and more activities with honors and awards. These disparities are influenced by inequitable access to extracurricular activities and the various dynamics of admissions at selective institutions. We recommend institutions reassess the weight that extracurricular activities are given in admissions, provide training for admissions staff, and for institutions and application platforms to consider reducing the maximum number of activities that students are allowed to list on their applications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01