Extracurricular activity

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Children at a chess club in the U.S. Kids Camp 2015 Day 3 (18936933418).jpg
Children at a chess club in the U.S.

An extracurricular activity (ECA) or extra academic activity (EAA) or cultural activities is an activity, performed by students, that falls outside the realm of the normal curriculum of school, college or university education. Such activities are generally voluntary (as opposed to mandatory), social, philanthropic, and often involve others of the same age. Students and staff direct these activities under faculty sponsorship, although student-led initiatives, such as independent newspapers, are very common. However, sometimes the school principals and teachers also bring in these activities in the school among the students. [1]

Contents

Benefits of participation

A group study conducted by surveying school-age students in the National Longitudinal Study of Adolescent Health revealed that 70% of adolescents in the USA are involved in some form of extracurricular activities. [2]

Other studies have shown being involved in extracurricular activities reduces the likelihood of dropping out of school, likelihood of committing a criminal offence, and leads to higher educational retainment and success and achievements in school work, [3] not to mention that the greatest advantage of participating in at least one of these activities is the decrease in anti-social behaviors and students growing up to be more successful in communication and relationships. [4]

Involvement in after school clubs and extracurricular activities is beneficial in a variety of ways for the K-12 population. For example, school clubs can offer a place to form relationships and foster learning, and this was demonstrated with multiple groups. Research including students with disabilities involved in extracurricular activities show that they were more likely to have friends than those who were not involved. [5] Similar findings with racial and ethnic minorities and immigrant adolescents showed that minority, first, and second generation adolescents were less likely than their counterparts to have friends and be engaged in relationships, however, extracurricular activities facilitated socialization. [6] Thus, being involved in activities outside of school increases students' chances of creating friendships. Also, extracurricular activities can provide families with a safe environment for their children while they are at work. [7] This gives the parents an opportunity to get all the work time possible and allows the child to participate in educational or athletic activities. Furthermore, extracurricular activities increase positive self-development, regardless of where the activities take place (at school or away from school) [8] Likewise, female adolescents involved in school based extracurricular activities had higher self-esteem than those not involved. [9] The overall findings demonstrate that involvement in activities, whether it be sports, clubs, or school-based programs, have a positive impact on the participant's life.

Importance of diversity

Diversity in clubs and extracurricular activities plays an important role in adolescent lives and futures. Exposure to diverse groups can help promote adolescents to become socially intelligent and responsible adults. However, being immersed in diverse populations is not enough, as it is beneficial only if members engage with one another. [10] More meaningful interactions with a diverse range of peers allows people to acquire traits such as more socially-responsible leadership skills. [11] Furthermore, participating in ethnic clubs allowed minority groups to feel more connected to their cultures and allowed others to gain knowledge and understanding of other cultures. [12] [13] This has two key benefits: minority groups have a safe place to feel a sense of belonging to their cultural roots and background, and people of differing ethnic backgrounds have an opportunity to learn more about other cultures and thus become more culturally competent. Correlational studies showed positive relationships with involvement in ethnic/cultural clubs and intellectual and psychosocial development, multicultural competence, interpersonal skills, and leadership. [14] [15]

Additionally, in school settings, interracial friendships positively impacted the individuals involved and the school culture as a whole. [16] This demonstrates the importance of implementing multiculturalism into school environments, both academically and in extracurricular activities. It is important to continue research on incorporating multiculturalism and ethnic/cultural clubs into schools. Creating a multicultural competent environment for diverse student populations allows them to engage with others, discuss possible biases and stereotypes openly, and form meaningful intergroup relationships. If that is implemented at a young age, it is more likely to carry into adulthood, thus molding a more socially and culturally competent adult. [17]

Extracurricular Management Systems

An Extracurricular Management System (EMS) is a management information system for education establishments to manage extracurricular data and processes.

The primary function of an EMS is to handle administrative tasks associated with the operation of an extracurricular program so that staff can focus on delivering great extracurricular activities and outcomes for students. Automating the basic administration tasks associated with extracurricular management saves educational institutions money and time, while also improving control and visibility. [18] Extracurricular activities form an important part of the student experience, so managing them accurately and efficiently is of paramount importance in achieving positive outcomes for students. [19]

Key responsibilities

An EMS is not responsible for academic or classroom processes, including student class timetables.

Examples

Specific events

Generic activities

See also

Related Research Articles

<span class="mw-page-title-main">Peer group</span> Primary group of people with similar interests, age, background, or social status

In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. The members of this group are likely to influence the person's beliefs and behaviour.

<span class="mw-page-title-main">Cultural identity</span> Identity or feeling of belonging to a group

Cultural identity is a part of a person's identity, or their self-conception and self-perception, and is related to nationality, ethnicity, religion, social class, generation, locality, gender, or any kind of social group that has its own distinct culture. In this way, cultural identity is both characteristic of the individual but also of the culturally identical group of members sharing the same cultural identity or upbringing. Cultural identity is a unfixed process that is continually evolving within the discourses of social, cultural, and historical experiences. Some people undergo more cultural identity changes as opposed to others, those who change less often have a clear cultural identity. This means that they have a dynamic yet stable integration of their culture.

<span class="mw-page-title-main">Public display of affection</span> Acts of physical intimacy in the view of others

Public displays of affection (PDA) are acts of physical intimacy in the view of others. What is considered to be an acceptable display of affection varies with respect to culture and context.

Adolescent cliques are cliques that develop amongst adolescents. In the social sciences, the word "clique" is used to describe a group of 3 to 12 "who interact with each other more regularly and intensely than others in the same setting". Cliques are distinguished from "crowds" in that their members socially interact with one another more than the typical crowd. Crowds, on the other hand, are defined by reputation. Although the word 'clique' or 'cliquey' is often used in day-to-day conversation to describe relational aggression or snarky, gossipy behaviors of groups of socially dominant teenage girls, that is not always accurate. Interacting with cliques is part of normative social development regardless of gender, ethnicity, or popularity. Although cliques are most commonly studied during adolescence and in educational settings, they can exist in all age groups and settings.

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Relational aggression, alternative aggression, or relational bullying is a type of aggression in which harm is caused by damaging someone's relationships or social status.

<span class="mw-page-title-main">Positive youth development</span>

Positive youth development (PYD) programs are designed to optimize youth developmental progress. This is sought through a positivistic approach that emphasizes the inherent potential, strengths, and capabilities youth hold. PYD differs from other approaches within youth development work in that it rejects an emphasis on trying to correct what is considered wrong with children's behavior or development, renouncing a problem-oriented lens. Instead, it seeks to cultivate various personal assets and external contexts known to be important to human development.

Interracial adoption refers to the act of placing a child of one racial or ethnic group with adoptive parents of another racial or ethnic group.

An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as at-risk youth or at-promise youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and expressing a disconnection from the school environment. A school's effort to at-risk students is essential. For example, a study showed that 80% to 87% of variables that led to a school's retention are predictable with linear modeling. In January 2020, Governor Newsom of California changed all references to "at-risk" to "at-promise" in the California Penal Codes.

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After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.

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Student activities are student-focused extracurricular clubs and programs offered at a college or university. Student activities are generally designed to allow students to become more involved on campus. Often, such activities provide the students with opportunities to develop leadership, social responsibility, citizenship, volunteerism, and employment experience. These activities are typically overseen by a Director of Student Activities, Student Affairs, or Student Engagement who may hold a Master's degree in student development. The Director will guide the clubs and programs in their operations, set the minimum standards that these organizations should achieve, and help these organizations network with similar organizations at other institutions. External organizations like the National Association for Campus Activities (NACA) or the Association for the Promotion of Campus Activities (APCA) are good platforms for such cross-institutional networking to take place.

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<span class="mw-page-title-main">School belonging</span> Term

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References

Citations
  1. ↑ "Cultural activities Definition: 31 Samples". Law Insider. Retrieved 2021-07-08.
  2. ↑ Feldman, Amy (2005). "The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions". Review of Educational Research. 75 (2): 159–210. doi:10.3102/00346543075002159. S2CID   145684535.
  3. ↑ Eccles, Jacquelynne; Barber, Bonnie L.; Stone, Margaret; Hunt, James (2003). "Extracurricular Activities and Adolescent Development". Journal of Social Issues. 59 (4): 865–889. doi:10.1046/j.0022-4537.2003.00095.x.
  4. ↑ Mahoney, Joseph (2000). "School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns" (PDF). Child Development. 71 (2): 502–516. doi:10.1111/1467-8624.00160. PMID   10834480 . Retrieved 27 April 2016.
  5. ↑ Pence, A. R., & Dymond, S. K. (2015). Extracurricular School Clubs: A Time for Fun and Learning. Teaching Exceptional Children, 47(5), 281-288. doi:10.1177/0040059915580029.
  6. ↑ Cherng, H. S., Turney, K., & Kao, G. (2014). Less Socially Engaged? Participation in Friendship and Extracurricular Activities Among Racial/Ethnic Minority and Immigrant Adolescents. Teachers College Record, 116(3), 1-28.
  7. ↑ "Benefits for Youth, Families, & Communities | Youth.gov". youth.gov. Retrieved 2020-04-15.
  8. ↑ Guèvremont, A., Findlay, L., & Kohen, D. (2014). Organized Extracurricular Activities: Are In-School and Out-of-School Activities Associated With Different Outcomes for Canadian Youth?. Journal of School Health, 84(5), 317-325. doi:10.1111/josh.12154.
  9. ↑ Kort-Butler, L., & Hagewen, K. J. (2011). School-based extracurricular activity involvement and adolescent self-esteem: A growth-curve analysis. Journal of Youth and Adolescence, 40(5), 568-81.
  10. ↑ Park, J. p., & Chang, S. H. (2015). Understanding Students' Precollege Experiences With Racial Diversity: The High School as Microsystem. Journal of College Student Development, 56(4), 349-362.
  11. ↑ Parker, E. I., & Pascarella, E. T. (2013). Effects of diversity experiences on socially responsible leadership over four years of college. Journal of Diversity in Higher Education, 6(4), 219-230. doi:10.1037/a0035130.
  12. ↑ Inkelas, K. K. (2004). Does Participation in Ethnic Cocurricular Activities Facilitate a Sense of Ethnic Awareness and Understanding? A Study of Asian Pacific American Undergraduates. Journal of College Student Development, 45(3), 285-302. doi:10.1353/csd.2004.0037.
  13. ↑ Luo, J., & Jamieson-Drake, D. (2013). Examining the Educational Benefits of Interacting with International Students. Journal of International Students, 3(2), 85-101.
  14. ↑ Inkelas, K. K. (2004). Does Participation in Ethnic Cocurricular Activities Facilitate a Sense of Ethnic Awareness and Understanding? A Study of Asian Pacific American Undergraduates. Journal of College Student Development, 45(3), 285-302. doi:10.1353/csd.2004.0037.
  15. ↑ Luo, J., & Jamieson-Drake, D. (2013). Examining the Educational Benefits of Interacting with International Students. Journal of International Students, 3(2), 85-101.
  16. ↑ Pica-Smith, C. and Poynton, T. (2014). Supporting interethnic and interracial friendships among youth to reduce prejudice and racism in schools: the role of the school counselor. Professional School Counseling: 2014–2015, Vol. 18, No. 1, pp. 82-89. doi: doi : 10.5330/prsc.18.1.u80765360j5825l0
  17. ↑ Pica-Smith, C. and Poynton, T. (2014). Supporting interethnic and interracial friendships among youth to reduce prejudice and racism in schools: the role of the school counselor. Professional School Counseling: 2014–2015, Vol. 18, No. 1, pp. 82-89. doi: doi : 10.5330/prsc.18.1.u80765360j5825l0
  18. ↑ Devitt, Dave (November 21, 2017). "11 Benefits of Automating Manual Processes". Sydcon.
  19. ↑ Darling, Nancy; Caldwell, Linda; Smith, Robert (2005). "Participation in School-Based Extracurricular Activities and Adolescent Adjustment". Journal of Leisure Research. 37: 51–76. doi:10.1080/00222216.2005.11950040. S2CID   33133694.
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