Class, Culture, and Participation in the Collegiate Extra-Curriculum

 With larger percentages of high school students entering higher education, it becomes increasingly important to look at how processes occurring on college campuses contribute to social stratification. Using in-depth interviews with 61 students, I ask: How does social class structure students' participation in the collegiate extra-curriculum? I argue that the collegiate extra-curriculum is an important site for stratification because it is there that students gain access to social and cultural resources valued by the privileged classes. I find that upper-middle-class students arrive on campus with cultural resources that motivate their participation and social resources that facilitate their involvement. Among working-class students, limited financial factors constrain their involvement, while social and cultural resources further curtail their interest in such activities. These findings contribute to theories of social and cultural reproduction by showing that those who have more valued social and cultural resources at the outset are in a better position to gain additional such resources throughout their college careers. Moreover, these analyses show that symbolic and cultural hierarchies are sustained by the interdependent relationship between social and cultural capital.