Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School

Autor/in	Morris, David S.
Titel	Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School
Quelle	In: Youth & Society, 47 (2015) 2, S.267-290 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X12461159
Schlagwörter	Social Class; Activities; Academic Achievement; Longitudinal Studies; Achievement Gains; Advantaged; Disadvantaged Youth; High School Students; Student Participation; Achievement Gap; Enrichment Activities; Correlation; Socioeconomic Status; Extracurricular Activities; Incidence; Time on Task; Predictor Variables; Parent Background; Educational Attainment + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement gain; Leistungssteigerung; Benachteiligter Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bereicherungsprogramm; Korrelation; Socio-economic status; Sozioökonomischer Status; Außerunterrichtliche Aktivität; Vorkommen; Zeitaufwand; Prädiktor; Elternhaus; Bildungsabschluss; Bildungsgut
Abstract	Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study examines the math achievement gains from organized activity participation for advantaged and disadvantaged youths. Findings indicate that the relationship between OA and achievement does indeed vary by social class. Regardless of the type of OA, less advantaged high school students see substantial academic improvements from time in OA while their more advantaged peers do not. These findings suggest that participation in organized activities is a form of resource compensation that helps to reduce the achievement gap between advantaged and disadvantaged youths, even at the end of the K-12 schooling process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01