In her teenage years, my sister-in-law, Clara, used her savings to purchase a classic 1950s Ford Mustang, which she meticulously rebuilt in their driveway. Juggling her school commitments and sports, she dedicated her afternoons and weekends to this project. Similarly, my other relatives pursued their passions, such as playing the guitar or piano. These pursuits were once referred to as “hobbies,” largely self-directed activities they enjoyed with friends or on their own. Their parents typically remained hands-off, occasionally offering advice but mostly allowing their children to explore their interests freely.
In contrast, during my teenage years, I didn’t engage in hobbies; I participated in “extracurriculars.” I took music lessons in high school, which were emphasized on my college applications. I reluctantly joined various sports teams, which I didn’t enjoy, solely to enhance my college resume. The drama club, however, was an exception that I cherished, regardless of its implications for my college prospects. Yet, I viewed these activities mainly as a way to bolster my attractiveness to selective colleges. Even those peers who did have genuine interests were often encouraged to present them as a unique “hook” to stand out in applications.
This shift may be generational. My husband, an older millennial, is the youngest in a large family and attended college in the 1970s and ’80s. By the early ’90s, when I was applying for college, the narrative surrounding extracurriculars had changed; what students did in their free time became overshadowed by the pressure to impress college counselors. The term “hook” became common in college advising. Nowadays, from what I gather from friends with teenagers, the college application process has morphed into a multi-year endeavor where students meticulously curate their resumes and achievements to appeal to prestigious institutions.
During my time as an SAT tutor in the early 2000s, I worked with a student named Emma who loved playing the piano and took weekly lessons. To accommodate our sessions, her parents canceled her piano lessons. Emma even chose to forgo her practice time to focus on test prep and homework. Throughout her junior and half of her senior year, I observed that her activities revolved solely around academics, leaving little room for enjoyment. She felt that her piano skills weren’t sufficient for conservatory admission, leading her to prioritize SAT preparation over her musical passion.
The issue of over-scheduling stressed-out kids has gained significant attention, and rightly so. Many teenagers struggle with sleep and exercise, often pushed by parents or driven by their own ambitions to elevate their grades. The pursuit of college admission has become a drawn-out process where students sacrifice their genuine interests—activities that bring them joy—in favor of ticking off boxes on the “well-rounded applicant” checklist. While there are numerous reasons to reconsider this high-pressure approach to high school, I propose a modest benefit: the potential revival of hobbies.
Today, I have embraced a hobby of my own—I play the guitar. My skill level may not be impressive, but the joy it brings me is undeniable. If my children show interest in pursuits like comic drawing or model building, I plan to wholeheartedly support them. I hope that when they reach high school, I won’t pressure them into prioritizing SAT tutoring over their passions, though I recognize the possibility of succumbing to societal pressures. After all, restoring a classic car could potentially enhance a college application.
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In summary, the shift from hobbies to structured extracurriculars reflects broader societal pressures on students today. The hope is that as we recognize the importance of personal interests, hobbies will make a resurgence in the lives of future generations.