Inequality beyond standardized tests: Trends in extracurricular activity reporting in college applications across race and class

Abstract

For years, discussions on inequality in college admissions have addressed standardized tests, but less is known about inequality in nonstandardized components of applications. We analyzed extracurricular activity descriptions in 6,054,104 applications submitted through the Common Application using natural language processing methods. Overall, White, Asian American, wealthier, and private-school students reported more activities, top-level leadership roles, and distinctive accomplishments (e.g., honors and awards). However, there was little to no difference in the percentage of activities with top-level leadership roles for different racial/ethnic groups. Disparities decrease when controlling for key variables, but salient differences related to race and class remain. Findings do not necessarily support a return to required standardized tests or ending consideration of activities in admissions. Implications are discussed.