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In this article we investigate the extent to which the relationship between extracurricular activities and youth development depends on situational contexts. Using a national sample including 13,466 youths in grades 7-12 across 120 schools, we conduct school-level analyses of the association between extracurricular activities, delinquency, and depression. Three main findings are reported. First, we observe near-normal distributions across schools in the proportions of delinquent or depressed youths involved in extracurricular activities, illustrating that extracurricular activities can be positive, neutral, or negative settings for youth development. Second, within individual schools we fail to uncover consistent associations in the propensity of delinquent or depressed youth to be involved with different types of extracurricular activities. Third, standard macro-level context variables do not explain the observed variations within or between schools. The results suggest that the relationships between extracurricular activities, delinquent conduct and depressive symptoms among youth ultimately depend more upon micro-level contextual factors than the type or content of the activities themselves.
Although popular discourse claims that elite female athletes serve as effective role models for a broad set of characteristics, theoretical and empirical perspectives on athletes as role models are sparse and somewhat inconsistent. In exploratory research designed to clarify conceptualizations of athletes as role models by asking for the athlete's own perspectives, we surveyed 39 elite women soccer players in the USA. Drawing primarily on open-ended responses, we found that the players did articulate a consistent cultural script for the characteristics of a role model and felt comfortable with their role-model status. Interestingly, however, that script was not as focused on the athletic prowess that made the players public figures. Instead, the players focused on role models as characterized by meritocratic personality traits (such as being disciplined and hard working) and interpersonal abilities (such as being caring and generous). We discuss implications for those interested in promoting, working with, and studying athletes as role models.
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