Draft 1: Deciding a Major

This topic submitted by Laurie Jacob, Ryan Martini, Lindsay Feltz, Paige Hetland on 11/4/09. [Section: ]

Explorations in Inquiry---Western Program---Miami University

Introduction:
ÒThere is, perhaps, no college decision that is more thought-provoking, gut wrenching and rest-of-your-life oriented - or disoriented - than the choice of a major.Ó (St. John, 2000, p. 22)

Our initial research question asked what factors influence a college studentÕs choice of major. We hypothesize that most students choose their major as a result of both an interest in and academic performance in a particular high school class. We also think the next most important factors would be family influences and socioeconomic status. For those who switched majors or were undecided, we believe that first year college classes and experiences are major factors in the selection process. After further research, we feel that certain personality traits might additionally play a part in a studentÕs choice of major. By the end of this research project we plan to be able to predict human behavior and decision-making as it pertains to college major choice. As college students, we are very interested in this topic because we are constantly confronted with our own and othersÕ decisions, particularly the choice of major. By conducting this research, we want to explore more into the college studentÕs psyche. We are tired of hearing the unexplainable phrase ÒI switched my major.Ó We need answers as to why.

Background Information:
Research shows that 65% of undergraduate students want to change their major at some point in their college careers (chinese). This indicates that over half of students are unsatisfied with their majors. Since some studies have shown that major satisfaction has to do with later job satisfaction (Nauta), it is beneficial for both students and future employers that the students choose their majors well. Therefore, by identifying the factors that influence this selection, guidance counselors can aid students to choose the right major the first time around. This will lessen the number of students who change their majors or who later change their careers, ultimately saving money for both students and employers.

Most of the current research is based off of the work of Holland, who grouped careers into six categories having to do with a personÕs interests. His research revolves around the theory that Òindividuals seek congruence with their environmentsÓ (Nauta), suggesting therefore that the environment that is most suitable to an individualÕs interests is most conducive to that individual and that an individual in an ill-suited environment will eventually move to a more suitable environment. HollandÕs categories are realistic, investigative, enterprising, artistic, social, and conventional. Realistic environments are centered upon the Òpractical, concrete, and tangibleÓ and include such areas as mechanical engineering (Porter). Investigative people are more interested in creating and using their own knowledge largely through inquiry, such as in mathematics or sociology (Porter). Social careers Òfocus on the healing or teaching of othersÓ through interaction such as that provided in nursing or political science (Porter). ÒGoal attainment through leadership or manipulationÓ is typical of such enterprising areas as business and computer science (Porter). Artistic environments Òemphasize ambiguous, unstructured endeavorsÓ such as in the arts or literature (Porter). Conventional careers include accounting and data processing, where people Òfocus on meeting requirements or needs through the use of numbers or machinesÓ (Porter). Each individual falls under one of these categories, as do the various majors and careers. As a result, an individualÕs personality and interests are seen as factors in deciding upon a major. One of our sources disagree with this assertion, stating that other factors are much more important. Since this opinion was in the minority, we chose to follow HollandÕs model.

In past research, gender has been a chief criterion in the selection of area of study. While men tend to choose investigative or conventional fields, women gravitate towards social fields. This is due in part to the gender stereotypes surrounding a particular field, particularly in regards to the underrepresented group. As with racial or ethnic groups, underrepresented genders (usually women) feel much greater pressure in a given field both in school and in the ÒrealÓ world. Since there are fewer women, for example, in science to begin with, those women in the sciences feel a greater pressure to succeed or to fulfill a certain stereotype. These women are more likely to move to an area of study in which they are in less of a minority, thus lowering the number of women in science further and perpetuating the cycle (Porter).

In addition, parental influence is a big influence upon major choice. Those students whose mothers are housewives, thus having more influence over the student than the father, tend to choose business or public service careers. However, students whose fathers were the more influential parent in their lives are more likely to choose a technical or science-related career (Yingyi). Also, if a studentÕs mother has high expectations for the student, said student is more likely to achieve to a high level, encouraged by the motherÕs praise and/or monitoring of the studentÕs school experiences (Simpson). Similarly, faculty role models play a part in studentsÕ decisions. Students tend to look up to the teachers that they can most identify with (i.e. a white male student looks up to a white male teacher), so they are likely to have a greater interest in or desire for the subject that such teachers teach (Rask).

Besides the simple factor of race, socioeconomic status (SES) is a major factor in determining a studentÕs content area. Research shows that women from low SES backgrounds tend to choose lucrative majors, while high SES women are not affected either way as far as choosing a lucrative versus non-lucrative major (Yingyi). Similarly, women from low SES backgrounds avoided risky majors and focused on those with good prospects of employment.

Another factor that appeared to hold some weight in the decision-making process is the studentÕs political views, with liberal students consistently steering away from majors in the sciences (Porter).

Other factors that were mentioned are how much students care for the subject and how well they do in the subject classes. Students who care about a subject and/or do well in the classes pertaining to that subject are more likely to choose that subject as their specialty at the collegiate level. For this reason, we are looking to studentsÕ experiences in college and high school classes. In this way, we hope to add to the current body of knowledge about the selection process and give students a better understanding of their own decision making. This will allow them to make a more-informed decision about their major.

Works Cited
Allen, Jeff, and Steven Robbins. "Prediction of College Major Persistence Based on Vocational Interests, Academic Preparation, and First-Year Academic
Performance."ÊResearch in Higher EducationÊ49.1 (2008): 62-79.Ê
Academic Search Complete. EBSCO. Web. 2 Nov. 2009.
This article looked into the factors that contributed to a studentÕs likelihood of continuing on in his or her chosen major.

Beggs, Jeri Mullins, John H. Bantham, and Steven Taylor. "Distinguishing the factors influencing college students' choice of major."ÊCollege Student JournalÊ
42.2 (2008): 381-394.ÊAcademic Search Complete. EBSCO. Web. 2 Nov. 2009.
These three authors explore the factors of college major decisions and the overwhelming regret felt by Americans who took the decision too lightly.

Bin, Li. "Chinese studentsÕ choice of college majors."ÊCareer Planning & Adult
Development JournalÊ24.4 (2008): 35-38.ÊEducation Research Complete. EBSCO. Web. 2 Nov. 2009.
This article provided information pertaining to statistics of the percent change of majors among college students, their satisfaction, and their dissatisfaction.

Galotti, Kathleen M. ÒMaking a ÔmajorÕ Real-Life Decision: College Students Choosing an Academic Major.Ó Journal of Educational Psychology 91.2 (1999): 379-387. Education Full Text. EBSCO. Web. 2 Nov. 2009.
This author helped to show why students choose the majors they do with several useful charts and statistics.

Gianakos, Irene, and Linda Mezydlo Subich. "Student Sex and Sex Role in Relation to College Major Choice."ÊCareer Development QuarterlyÊ
36.3 (1988): 259-68.ÊERIC. EBSCO. Web. 2 Nov. 2009.
Using HollandÕs study, which we will likely use a lot in our project, these two authors found that men, women, and people of different sex roles chose different majors with respect to their gender and gender roles.

Nauta, Margaret M. "Assessing College Students' Satisfaction With Their Academic Majors."ÊJournal of Career Assessment 15.4 (2007): 446-462.
Academic Search Complete. EBSCO. Web. 2 Nov. 2009.
In looking at student satisfaction with their majors and, later, jobs, this author found that if students didnÕt enjoy their jobs, they didnÕt choose their majors well.

Porter, Stephen R., and Paul D. Umbach. "College Major Choice: An Analysis of PersonÐEnvironment Fit."ÊResearch in Higher EducationÊ
47.4 (2006): 429-449.ÊEducation Research Complete. EBSCO. Web.
2 Nov. 2009.
This article talked about the effects of a personÕs personality and interests with regards to choosing a major.

Pulver, Chad A. and Kelly, Kevin R. ÒIncremental Validity of the Myers-Briggs Type Indicator in Predicting Academic Major Selection of Undecided University Students.Ó Journal of Career Assessment 16.4 (2008): 441-455.
Education Full Text. EBSCO. Web. 2 Nov. 2009.
These authors researched further into whether or not personality variances influence major choice.

Rask, Kevin N. ÒAre Faculty Role Models? Evidence From Major Choice in an Undergraduate Institution.Ó The Journal of Economic Education
33.2 (2002): 99-124. Education Full Text. EBSCO. Web. 2 Nov. 2009.
This article is important to show how faculty and previous classes have affected a studentÕs major decision, two factors that we believe to be very influential.

Simpson, Jacqueline C. "Mom Matters: Maternal Influence on the Choice of Academic Major."ÊSex RolesÊ48.9/10 (2003): 447-460.ÊAcademic Search Complete. EBSCO. Web. 2 Nov. 2009.
This article deals with parental involvement, which is a factor that we believe to be a key aspect of a studentÕs major decision. This article is important to show how influential mothers and fathers are in their studentÕs major selection.

Taconis, Ruurd, and Ursula Kessels. "How Choosing Science depends on Students' Individual Fit to 'Science Culture'." International Journal of Science EducationÊ31.8 (2009): 1115-1132.ÊAcademic Search Complete. EBSCO. Web.
2 Nov. 2009.
This study found that science is not a popular field of study in the Netherlands for several reasons: it is stereotyped, students view it as boring, dull, or uncreative, and students often do poorly in difficult subjects like chemistry and physics.

Yingyi, Ma. "Family socioeconomic status, parental involvement, and college major choices--gender, race/ethnic, and nativity patterns."Ê
Sociological PerspectivesÊ52.2 (2009): 211-234.ÊAcademic Search Complete. EBSCO. Web. 2 Nov. 2009.
By examining several factors, this article found that while race and gender matter, family
socioeconomic status and parental involvement are two of the most influential factors in a studentÕs major selection.

http://www.campusgrotto.com/most-popular-college-majors.html
We chose this website because it lists the 10 most popular college majors. It will be helpful to us to generalize areas of study for our project (examples: biology, nursing, etc.)

http://www.worldwidelearn.com/online-education-guide/education/index.html
This website is specific to education majors, but it is helpful because it lists reasons a person might be interested in pursuing an education major. Since we are looking for factors that influence a major choice, this gives us some specifics.

http://www.dailyprincetonian.com/2008/10/07/21684/
This website talks about the impact of a studentÕs socioeconomic status as a contributing factor to choice of major; this factor is one we are looking at in particular for our study.
http://www.america.gov/st/educ-english/2008/April/20080518234235SrenoD0.9282038.html
This site lays out a few factors which the author believes are key in choosing a major, such as values, goals, the option of grad school, and interests.

http://74.6.239.67/search/cache?ei=UTF-8&p=academic+major+choice&xa=VlrF1pQmgrOa60ybVdsZWA--%2C1257266607&fr=yfp-t-101&u=www.abe.villanova.edu/proc2003/simons.pdf&w=academic+major+majors+choice+choices&d=Eo-6_N29TsD0&icp=1&.intl=us&sig=dgeMfkTeGVGmZ6yj.awR1g--
Although it overall deals with accounting, this article gives good factors that we should consider for why students choose certain majors. Some examples are post-college job availability, cost of education, strength of the program, etc.

Specific Research Design:
Our design for our project is going to be a survey that we will give out to various students throughout the Miami campus. The survey will be given out at random, hopefully encompassing students from different grades and an equal amount of male and female students. Our survey is set up to have the participants answer questions as to why they believe they chose their major, and also the survey contains questions that will help us evaluate why we believe they chose their major. Some of the questions are specific like Òwho do you think has been most influential?Ó and Òhow confident/happy are you in your major?Ó Other questions, however, like family income and the final question that assesses personality are questions that allow us to determine some of the background items that could influence major choice. These questions should help in our assessment of what students believe to be influences in their choice of major, and what we believe to be influences on their choice of major.

Our Survey:
Gender: Male or Female
Grade (Year): Fresh. Soph. Jun. Sen. Other Undergrad Graduate
Major: ____________________
Current GPA (approximate): ________
Have you changed your major? Yes or No : If yes, how many times? _________
Why do you believe you chose your major: (Circle top two)
Parents High School Class High School Teacher College Class Other _____________
Rate your Satisfaction with your current major:
(10 being happy/confident in decision, 1 being unhappy/unsure of your current major)
1 2 3 4 5 6 7 8 9 10
Political Affiliation: Democratic Republican Independent Other
Family Estimated Income:
+ $170,000 $170,000-$80,000 $80,000-$40,000 $40,000-$25,000 Below $25,000
FatherÕs Occupation: __________________
MotherÕs Occupation: ____________________
Favorite High School Class: ________________
Favorite College Class: ___________________
Who has been most influential throughout your academic career:
Mother Father Teacher Other: _____________
How much pressure did your parents put on you to choose a certain major:
(10 being lots of pressure, 1 being no pressure or influence on major selection)
1 2 3 4 5 6 7 8 9 10
If applicable, did you choose this major your parents suggested? Yes or No
Which one of these statements do you most identify with:
When doing a project, IÕm confident that I can do my part successfully, without help.
When doing a project, I enjoy working with others and listening to their different opinions.
When doing a project, I like to come up with an idea that is creative and new to present.
When doing a project, I try to keep everything in order and have others bounce their ideas off of me.
Additional Comments:

Materials and Methods:
A. Describe important materials and how they will be used.
Our inquiry projectÕs most important element (material) is a survey. The survey will help us gain a better understanding and assist in our analysis of our initial research question. College students, although not commonly referred to as materials, are another crucial factor in our project. Without their participation we have no inquiry topic.
B. Describe other methods. How will you involve the class in your study? Be specific
In addition to our survey we think it would be interesting to gather Miami UniversityÕs statistics pertaining to our project. We intend to find out the number of students in each major, number of times students have switched majors, and a gender breakdown of each major. This will be pertinent in our data in showing the students we are not able to survey. To involve the class, we will have each of them fill out a survey.
D. Have you included a research time line of research execution?
Week of November 16th to the 22nd we will administer surveys at Hamilton and Alexander Dining Halls. We will also hand out surveys at Shriver during this time period. Depending on time constraints we are also considering doing video interviews. Dates and times will not be set for this portion until further into our inquiry process.

Next Article
Previous Article
Return to the Topic Menu