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This article examines the effects of extracurricular activities on students' popularity and peer status in middle school as well as the processes by which these effects occur. Findings from qualitative and quantitative data provide support for different gender dynamics regarding status, whereby females do not show the consistent gains in status that males experience. The findings also indicate how popularity and peer status processes do not always converge, but are differentially influenced by different activities.
Eder et al. (1995) studied this question.