Previous research shows that participation in the extra-curriculum supports college students' integration, but participation varies based on students' background: working class students and first-generation college students tend to participate less. I contribute to this literature by analyzing interview data. I find students differ in how they participate in activities and integrate into college based on their likelihood of attending an elite institution. Working-class and first-generation students participate in activities as an extension of academics, while other students participate for social reasons, resulting in different experiences of campus life. This difference can restrict students' gains in social and cultural capital, potentially limiting any decrease in inequality that results from elite college access.
Laemmli, Taylor, ""Getting Educated": Working Class and First-Generation Students and the Extra-Curriculum" (2011). Honors Projects. Paper 32.
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