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|Title:||An Examination of Student Participation in Extra-Curricular Activities in a Midwestern High School|
|Author(s):||Meares, Henry Oneil|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The Problem. There are experiences provided by extra-curricular activities that are enjoyed exclusively by certain students. This study will examine student participation in extra-curricular activities in a midwestern school over a twenty-five year period. Its focus is the factors of race, sex and residence.
Purpose of the Study. The primary purpose is to examine patterns of extra-curricular participation as exhibited by students of different sexes, different racial background and different places of residence. The secondary purpose is to ascertain the impact of significant social and political events on participation patterns of the types of students observed in this study. The third purpose is to determine if the observed patterns might be influenced more by internal policies and practices or external happenings.
Procedure. A picture analysis was conducted of school yearbooks covering a twenty-five year period.
Findings. It was found that white students, female students and students living in middle and high cost residential areas accounted for higher rates of participation than did black students, male students or students living other types of residential areas. It was found that significant social events had a direct influence on the participation of black students. It was also found that internal and external happenings directly influenced participation of black students and female students.
Conclusions. It was concluded that students of different sexes, different races, and different places of residence exhibited limited participation in certain extra-curricular activities. And that participation patterns for some students are influenced by internal and external happenings.
Recommendations. It was recommended that: (1) high schools assume responsibility for directing students' extra-curricular experiences, (2) policies governing selection practices and eligibility criteria be developed, (3) colleges provide training in extra-curricular activities for high school administrators and teachers, (4) high schools maintain official records reflecting students experiences in extra-curricular activities, (5) provisions be made for students whose finances may not support participation in extra-curricular activities, and (6) further study be conducted to determine influences other factors might have on extra-curricular participation.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|