Extracurricular involvement in college is linked to positive outcomes including a sense of inclusion or belonging, which can facilitate retention and graduation. Research makes clear, however, that not all students find inclusion on campus. Drawing from in‐depth interviews with 80 first‐year students at a large public university, this study uses an intersectional lens to examine how inequality emerges in the extracurricular realm. I rely on a process‐based model that considers the ways students approach, experience, and manage involvement, producing unique constellations of extracurricular outlets. Social class impacts students’ capacities to find and join outlets that fit their interests. Moreover, inequality does not end when students enter these settings; rather, their experiences diverge at the intersections of gender and race. To find inclusion, female and racial/ethnic minority students often navigate a more elaborate process of becoming involved, and their sense of belonging is frequently limited or contingent. Meanwhile, white male students typically feel welcomed in extracurricular outlets and accrue a durable sense of belonging. Additional divergence by class, race, and gender appears as students manage the tensions produced by disparate experiences. Presented findings offer an intersectional understanding of extracurricular involvement and illuminate the value of a dynamic approach to intersectional research.

中文翻译：

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课外活动中的不平等：阶级，种族和性别如何影响大学的参与1

大学的课外参与与积极的成果相关，包括包容或归属感，可以促进留任和毕业。但是研究表明，并非所有学生都能在校园内找到融合的对象。通过对大型公立大学80名一年级学生的深入访谈，本研究使用交叉镜头研究了不平等在课外领域如何出现。我依靠一个基于过程的模型，该模型考虑了学生处理，体验和管理参与的方式，产生了独特的课外活动场所。社会阶层会影响学生寻找和加入适合自己兴趣的网点的能力。此外，当学生输入这些设置时，不平等不会结束。相反，他们的经历在性别和种族的交汇处有所不同。为了找到包容性，女性和种族/族裔少数族裔学生通常会经历更复杂的参与过程，并且他们的归属感经常受到限制或偶然。同时，白人男生通常会在课外活动中受到欢迎，并产生持久的归属感。随着学生处理因不同经历而产生的紧张关系，在班级，种族和性别上还会出现更多分歧。提出的发现提供了对课外参与的交叉理解，并阐明了动态方法对交叉研究的价值。白人男学生通常在课外活动中受到欢迎，并产生持久的归属感。随着学生处理因不同经历而产生的紧张关系，在班级，种族和性别上还会出现更多分歧。提出的发现提供了对课外参与的交叉理解，并阐明了动态方法对交叉研究的价值。白人男学生通常在课外活动中受到欢迎，并产生持久的归属感。随着学生处理因不同经历而产生的紧张关系，在班级，种族和性别上还会出现更多分歧。提出的发现提供了对课外参与的交叉理解，并阐明了动态方法对交叉研究的价值。