A Review of Research on Small-School Student Participation in Extracurricular Activities

Abstract

The question ofsmall-school studentparticipation in extracurricular activities has interested scholars in the small and rural educationfieldfor some time. In this article, we summarize the available research on participation in extracurricular activities, the outcomes ofsuch participation, andfactors that favor participation in these activities. Finally, we consider practical implications for educators in small schools. Below, we summarize the research on small-school students and the extracurricular activities in these schools. We begin by examining the degree of extracurricular par-ticipation in small schools. Next, we review the outcomes of such participation. Third, the factors that promote participation are examined. Finally, we offerrecommenda-tions regarding extracurricular programs in small schools. School Size and Extracurricular Participation One of the earliest studies in this area was conducted by Larsen (1949). Students in large high schools reported to have had taken part in far fewer extracurricular activities than did students in small schools. Larsen also noted that, in contrast to students in small schools, students from large schools reported having difficulty getting into various ac-tivities. Barker and Gump (1964) found that the small school provides students with a higher proportion of extracurricu-lar activities than do large schools. Specifically, (a) small-school students participate in about the same number of activities commonly regarded as extracurricularas do large-school students, (b) small-school students participate in a wider variety of extracurricular activities than do students in large schools, (c) a much larger portion of small-school students hold positions of importance and responsibility, and (d) small-school students hold responsible and central positions in a wider variety of activities than do students in large schools. Wicker (1968) differentiated extracurricular activities in large and small schools by the degree to which they are Correspondence concerning this article should be addressed

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