Cultural capital and the extracurricular activities of girls and boys in the college attainment process

By Jason Kaufman, Jay Gabler. 2004

222 citations recorded by the source corpus.

Subfields: Music, Sociology and Political Science, Urban Studies

View Paper: https://www.semanticscholar.org/paper/fa564d6aafaeed8223cf992f3c771cee1d1ae6c4

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Citations in the corpus

The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations (2011, background): “Kaufman and Gabler (2004) found that activities such as music and dance, public service, interscholastic team sports, and student government all improved students’ likelihood of getting into college.”
Students’ use of extra-curricular activities for positional advantage in competitive job markets (2013, background): “A positive relationship between ECA participation and academic and post-academic outcomes has been observed for students of various ages (Derous and Ryan 2008 ; Kaufman and Gabler 2004 ; Mahoney, Cairns, and Farmer 2003 ; Marsh 1992 ).”
Social Influences on Interest (2016, background): “The line between interest and cultural pressure can be blurry—for example, participation in extracurricular activities that youth (and their parents) perceive would facilitate admission to elite universities (Friedman, 2013; Kaufman & Gabler, 2004).”
Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance (2008, background): “Although few studies compare the effects of different types of organizations on academic performance (Broh 2002), several studies indicate the importance of considering the type of organizations in which students are involved (Hanks and Eckland 1976; Hurtado and Carter 1997; Kaufman and Gabler 2004”
The Taste for Privacy: An Analysis of College Student Privacy Settings in an Online Social Network (2008, background): “Finally, ‘‘cultural capital’’ has been shown to be associated with a number of important life outcomes in the United States (e.g. DiMaggio & Mohr, 1985; Kaufman & Gabler, 2004), and is arguably the most socially signiﬁcant component of ‘‘cultural disposition’’ in Bourdieu’s social theory.”
Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification (2011, background): “We also do not know how admissions officers handle differences in SAT scores (Zwick & Sklar, 2005) and extracurricular achievements (Kaufman & Gabler, 2004) that are persistently class linked.”
Access Without Equity (2012, background): “How do admissions officers handle differences in SAT scores (Zwick, 2002) and extracurricular achievements (Kaufman & Gabler, 2004), for example?”
COHORT AND GENDER DIFFERENCES IN EXTRACURRICULAR PARTICIPATION: THE RELATIONSHIP BETWEEN ACTIVITIES, MATH ACHIEVEMENT, AND COLLEGE EXPECTATIONS (2008, background): “Team sports have been found to be positively associated with the college matriculation of males, but not females (Kaufman and Gabler 2004).”
The impact of attitudes and aspirations on educational attainment and participation (2012, methodology): “Kaufman and Gabler (2004) used NELS data to assess the relationship between participation in various ECA and students’ subsequent probability of going on to a four-year college or university course. They concluded that participation in extra-curricular cultural activities has different ‘causal’ effe”