This literature review examines the relationship between extracurricular activities and academic achievement for different demographic groups. The review found that: - Females who participate in athletics tend to have higher GPAs than males. - Students from low socioeconomic backgrounds benefit greatly from participation, which is linked to higher educational aspirations and college graduation rates. - Involvement helps racial/ethnic minority students ease social transitions and improves time management skills. - While 25% of teens struggle with mental health issues, participation may reduce stress and correlate with better academic performance. - Students get more involved in extracurriculars to strengthen their college applications by standing out. The review concludes that more research

1. Gender
Females benefitted more in extracurricular/athletic involvement through social support and
self-confidence, and even higher GPAs (Dumais 2008). Although some studies debate the
healthy outcomes of extracurricular involvement on academic achievement, the data
collected that the majority of these males and females thrive better academically than their
peers who are not participating.
Socioeconomic (SES) Status
Studies show that there is a marked, positive effects for those with a low SES status involved
in sports and extracurricular activities. Throughout adolescence, highly active individuals are
observed to have higher GPAs and ACT scores (Carvalho and Novo, 2012). Post high school,
high levels of involvement are associated with more positive educational aspirations,
increased self-esteem, higher rates of college enrollment and graduation, and higher adult
earnings (Din, 2005).
Racial & Ethnic Minorities
For Black & Hispanic students, extracurricular involvement may help ease transitions and
discomfort. Involvement is correlated with higher school self-esteem and better time
management skills (Dotterer, McHale, and Crouter, 2007). In emerging adulthood, campus
involvement helps minorities to achieve greater satisfaction and academic success (Fisher
2007).
Mental Health
25% of teens age fifteen to twenty-four experience some form of mental health issue,
including student athletes (Bauman 2016). However, the reduction of stress from
participating in such activities, has been correlated with increased academic performance
(Donaldson & Ronan 2006).
College Decisions
Students begin to engage in more extracurricular activities in order to stand out on college
applications (Lipscomb 2007). In addition, involvement in extracurricular activities increases
college aspiration (Zaff, Moore, Papillo, & Williams 2003), and it is related to higher college
graduation rates in females who participated in sports in adolescence when compared to their
counterparts who did not participate (Troutman & Dufur 2007)
The Impact of Athletics and Extracurricular Activities on Academic Performance for Various Adolescents and
Emerging Adults
Carson Carter, Nia Freeman, Mollie McGee, Karen Weathersby, and Mackenzie Wurst
University of Georgia College of Family and Consumer Science
Abstract
Discussion
Conclusion
Questions Limitations/Gaps in Research
This current literature review intends to examine the relationship
between extracurriculars and academic achievement. Many consider
extracurricular activities to have a positive impact on adolescents and
emerging adults. However, this study observes extracurricular
involvement and athletes and their positive or negative correlation
with academic achievement. Additionally, this study observes the
relationship between extracurriculars and academic achievement for
differing demographics and motivations, including gender,
socioeconomic status, minority status, disability status, and college
decision. The findings discussed in this article reveal trends for each
demographic. Athletic women tend to have higher GPAs than athletic
men, low-income students often cannot afford extracurriculars but
benefit greatly when they participate, involved minority students are
more likely to be confident about their academics, and students facing
mental health issues may be afraid to seek help. As expected, students
become more involved in extracurricular activities when their goal is
to apply to colleges and universities. This review suggests that
involvement in extracurriculars and athletics positively impact
adolescents and young adults of various demographics.
How do gender differences influence the impact of athletics and
extracurriculars on academic achievement?
How does socioeconomic status influence the impact of athletics and
extracurriculars on academic achievement?
How does race and ethnicity influence the impact of athletics and
extracurriculars on academic achievement?
How does the presence of mental health conditions in adolescents
influence the impact of athletics and extracurriculars on academic
achievement?
How does the prospect of college decisions influence the impact of
athletics and extracurriculars on academic achievement?
What are the limitations within the research, and how do these limitations
offer opportunities for further study?
At this time, there has been little research conducted on the intersection of academic
achievement and extracurricular involvement with differing demographics and drives.
Within the research that does exist lies great debate and contradiction. Many studies
indicated that sport and club involvement can positively affect grades, educational
outlook, and graduation attendance; however, some studies suggest that this is only so
for females and/or low SES individuals. It is possible that those of a higher SES are
less prone to the advantages that stem from extracurricular involvement due to the
privilege that they obtain through their access to more resources. It is also unclear as to
whether high involvement positively or negatively affects those with mental health
issues. Some studies indicate that high levels of activity can decrease the adverse
effects of mental health issues, such as depression and activity. However, other studies
point out that those with serious mental illnesses simply do not have the energy for
daily functioning in everyday life and academics, let alone in extracurricular activities.
Due to the inability to determine causation with regards to many demographics,
opinion also varies on how involvement correlates to college decisions. Some research
suggests that high school students sign up for activities to booster their competitiveness
and strengthen their applications for college. Paradoxically, research also shows that
involvement in extracurricular activities increases college aspirations.
Going forward researchers need to be specific and intentional regarding the sample
population of studies concerning demography on the effects of extracurricular activities
and academic success. Instead of focusing on majority white, middle class populations,
studies need to be conducted solely with members of a particular group so that cross
analysis can be done. Given that educational disparity continues to be an issue, with
inequities growing in visibility, researchers must strive to determine the effects of
extracurricular involvement on academic success while considering various
intersectionalities.
Gender
● Research did not include those individuals that do not identify with a certain gender
identity.
● Research also did not discuss how certain subjects in school were affected by certain
sports in relation to gender.
Socioeconomic Status
● Research did not include information on immigrant populations and their participation
in extracurriculars.
● The data collected did not include how specific aspects of culture affect one’s view of
academics and athletics.
Racial & Ethnic Minorities
● Research focused more on majority white, middle-class populations instead of
collecting data from other particular groups.
Mental Health
● Research is focused more on how extracurricular activities and athletics can produce
outcomes of mental health issues as opposed to research on the implications of
pre-existing mental health issues on academic performance.
College Decisions
● Research lacked direct responses from students who explicitly stated that they were
involved in extracurriculars for the purpose of college admissions.