Now that it’s the season for college graduation, once more the articles and commentaries are popping up everywhere – and most of them either tout certain undergraduate majors as “good” because employment in that field is up or bad because immediate job prospects aren’t as good. What’s even worse is that politicians are getting into the act, some of them going so far as to suggest that students shouldn’t major in fields that don’t pay as well or where employment prospects are aren’t so good, with hints that government and universities shouldn’t offer aid to students interested in such fields.
There are enormous problems with the whole idea of over-emphasizing undergraduate collegiate majors, the first of which is that many students entering college don’t have the faintest idea what their true talents are or whether their interests match their abilities. This problem has worsened in the past several generations as the general academic rigor of high schools has declined and as more students enter colleges and universities without ever having been truly tested to the limits of their abilities.
The second problem is that the emphasis on a “profitable” major is also a growing emphasis on turning college into what amounts to a white-collar vocational school, rather than on an institution devoted to teaching students how to think and to learn on a life-long basis. Colleges themselves are buying into this by pushing departments into “accountability” and insisting that departments determine how many graduates are successful and employed in that field years after graduating. But does that really measure success?
In addition, the emphasis on selecting a major based on future projected employability neglects two incredibly important factors. The first is the student’s aptitudes. A student who is weak in mathematics is highly unlikely to be particularly successful in fields that require that ability, no matter how many jobs exist. Second, most students take four years or more to finish college. Projecting what occupations will be hiring the most in four years is chancy.
As for the subjects students choose for their major, the “employability” measurements used are generally employment in the first year after graduation, and the differences in various fields aren’t that significant. For example, in a recent Georgetown University study, there was only about a 10% difference in employment between the “worst” and “best” undergraduate majors. Such measurements strongly suggest that a student who likes a field and works hard to excel is more likely to land a job, even in a field where employment is not as robust, than a student who tries to game the employment field and who picks a major based on projected employment and earnings rather than on picking a field suited to his or her abilities. In short, it’s far better for students to be at the top of a field they like than at the bottom of one that they don’t.
More than a few studies have shown and projected that today’s educated workers will have changed fields of work three to four times between entering the workforce and retiring – and that today’s students will face even more need to change their field of work. Such changes place a premium on the ability to think and to learn throughout life, not on a single set of skills tailored to one field or profession. Yes, there are some fields where dedicated and directed learning is required from the beginning of college, but those fields are a minority and call for initial dedication. They seldom attract students who are unsure of what they want to do in life or students with wide interests.
In the end, all the political and media concern about “appropriate” majors, despite protests to the contrary, ignores much of what is best about college and for the students by emphasizing short-term economic goals that cannot possibly benefit the majority of students.