I explored the socialization and experiences of older adolescents and young adults who were involved in three extracurricular dance organizations at a large Midwestern university. I conducted a six-month, comparative ethnographic study using observations, interviews and a survey. I identified three key themes through which I explored the meanings of the organizations and the dances to their members, and how the structures of the organizations and dances perpetuated or dismantled hegemonic ideas of gender, sexuality, and race. I found distinct differences in the ways that students used, connected with, and experienced thematically similar extracurricular dance organizations. I found that the compositions of the organizations, along with the diverse intentions these students brought to their participation, created institutional and social spaces that resulted in great differentiation in the students' and groups' associations with body image, social connections, identities, as well as academic, social and physical wellbeing. I also found that these organizations reinforced hegemonic norms regarding gender and sexuality, and some maintained white spaces through their methods of acquiring new members. I conclude the dissertation with suggestions for future directions that could be used to acquire a better sense of the different benefits that extracurricular organizations have on college students' lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]