After the Bell: Participation in Extracurricular Activities, Classroom Behavior, and Academic Achievement
Abstract
Prior research has not examined how much of the socioeconomic status (SES) advantage on schooling outcomes is related to participation in extracurricular activities. The authors explore the SES advantage and extracurricular participation in elementary school–aged children, with a focus on noncognitive skills. The authors argue that noncognitive skills mediate the influence of SES and extracurricular activities on academic skills. Using data from the Early Childhood Longitudinal Study–Kindergarten Class of 1998–99, theauthors find that extracurricular participation explains a modest portion of the SES advantage in noncognitive and cognitive skills. In addition, the influence of extracurricular participation on both noncognitive and cognitive skills varies by children’s SES.
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High-SES parents are more likely to view ECA as a developmental investment that fosters skills valued by educational institutions.
“Sociological perspectives rooted in cultural capital and concerted cultivation theory suggest that high-SES parents are more likely to view ECA as a developmental investment that fosters skills valued by educational institutions (Bourdieu, 1973;Covay & Carbonaro, 2010;Lareau, 2003).”
From Participation in extracurricular activities predicts academic growth and mediates socioeconomic inequalities in primary school (2026) · cites this paper as Covay & Carbonaro, 2010
Sports participation is more strongly related to noncognitive skills among higher-SES students, and artistic activities show stronger associations for lower-SES students.
“For example Covay and Carbonaro (2010) reported variation in associations across activity domains and socioeconomic subgroups, with sports participation more strongly related to noncognitive skills among higher-SES students and artistic activities showing stronger associations for lower-SES students.”
From Participation in extracurricular activities predicts academic growth and mediates socioeconomic inequalities in primary school (2026) · cites this paper as Covay and Carbonaro (2010)
Cites
Are Schools the Great Equalizer? Cognitive Inequality during the Summer Months and the School Year
Downey, D. B., von Hippel, P. T., & Broh, B. A. (2004) · American Sociological Review · doi:10.1177/000312240406900501 · Cited by 853 · see citing works
Feldman, A. F., & Matjasko, J. L. (2005) · Review of Educational Research · doi:10.3102/00346543075002159 · Cited by 815 · see citing works
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Arts and cultural participation among 17-year-olds
ESRI, & Smyth, E. (2020) · doi:10.26504/rs103 · Cited by 7 · see citing works
Brunet, L., Rémeau, M., Houdé, O., & Borst, G. (2026) · British Journal of Educational Psychology · doi:10.1111/bjep.70127
- Authors
- Covay, E., & Carbonaro, W.
- Affiliations
- University of Notre Dame (US)
- ORCID
- Carbonaro, William
- Venue
- Sociology of Education
- Publisher
- SAGE Publications
- Published
- 2010-01
- Volume
- 83
- Issue
- 1
- Pages
- 20-45
- ISSN
- 0038-0407 (ISSN-L)
- 1939-8573
- OpenAlex
- W2122350960
- Cited by
- 314
- References
- 2
- Citations by year
- 2026: 23 · 2025: 26 · 2024: 17 · 2023: 25 · 2022: 25 · 2021: 26 · 2020: 32 · 2019: 23 · 2018: 17 · 2017: 13 · 2016: 22 · 2015: 18 · 2014: 21 · 2013: 10 · 2012: 9
- FWCI
- 20.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Sociology of Education (publishedVersion)
- Topics
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › School Choice and Performance
- Keywords
- socioeconomic status, extracurricular activities, non-cognitive skills, cognitive skills, academic performance, elementary school students, mediation, Early Childhood Longitudinal Study, achievement gap
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