Word: extracurricular
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Dates: during 1970-1979
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...Long Island. In the country, his wooden constructions: tables scattered with whittled books, made-up pens, artificial pencils. A disciplined man with many friends and no discoverable enemies, he enjoys what he calls "the Kabuki theater of the night" ? the rituals of sociability and long dinner conversations. His extracurricular passion (apart from cats) is baseball, which he regards not only as "an allegorical play about America" but as a metaphor of ideal conduct. "At night," he says, "I often identify myself with the pitcher who pitches a perfect game. Before falling asleep I strike out a side, then...
...those with the highest grades or test scores. One student with a verbal Scholastic Aptitude Test (SAT) score of 410 will find himself accepted to Harvard next week while countless others with scores in the supersonic 700s will be turned away. The admissions committee obviously considers academic credentials and extracurricular activities, but beyond these lie even more subtle elements of the process including intangibles such as the applicant's personal qualities, Harvard's relationship with particular high schools, and the University's assessment of what type of student "fits in" at Harvard...
...types of extracurricular activities are important in determining the concept of diversity. This is fine, but certain things must be understood. First, many minority students have jobs so they can help their families--and therefore these people cannot participate in the activities that look so good on the application. Their jobs are slighted in favour of the school newspaper, the class presidency, debating championship, et cetera...
...emphasis on extracurricular activities works on the assumption that high schools offer a large number of extracurricular activities. But the reality is that many Third World people go to substandard schools. One of the writers of this article went to a high school so overcrowded that athletics were the only activities offered...
When dealing with the average Third World student, two questions must be asked: does his or her school offer the student who attends it the opportunity' to participate in extracurricular activities; and, does the student have time to participate in those activities offered. The question of how the admissions office percieves those activities participated in by Third World students is also important. Is the conga player seen as important as the violin players? He should--be after all, the conga is as important an instrument in Third World culture as the violin is in white society--but the admissions office...