High school students in Phoenix, Arizona, were surveyed to determine their perceptions of participation in school clubs and activities. Clubs/activities were categorized as being (1) athletic; (2) social; or (3) academic. Reasons given for joining certain clubs/activities conformed to expectations: students in athletic clubs joined to perform in athletics, academic club members joined to enhance knowledge, and social club members joined to socialize. Motivation for joining was generally based on internal rewards, particularly in academics. In general, athletics were male-dominated and selected leaders competitively, while social and academic qroups were female dominated and selected leaders on a noncompetitive basis. Athletics emphasized group decisions while academic and social groups were oriented toward the individual. Athletic clubs were less democratic in management style than were academic and social clubs. Tasks within the various groups were not perceived as changing significantly from year to year. Social and athletic groups often held club meetings after school, while academic groups met during school hours and in school facilities. Parents of academic group members had hiqher levels of education than parents of social and athletic qroup members. The data sugqest that social clubs/activities reflect traditional institutional opportunities and that students are socialized throuqh participation in school activities in much the same manner as they are socialized in the scholastic setting. (Author/MJL)