Fascinating post by Lynn O’Shaughnessy on the popularity of STEM majors and the importance of preparation for success in them. The 2013 report she cites notes the need for students to “understand what takes place in a specific major or occupation.” When they do, the report shows, their ACT scores rise, which implies better preparation for the rigors of college and a greater likelihood of success in a family of majors with a higher than average attrition rate.
Like I explained in Chapter 9 of Preparing Your Teens for College, we need to help more HS students understand what’s required for success in the fields they’re considering as possible college majors (not just in STEM). That will decrease the likelihood of their changing majors, increase the four-year graduation rate (currently below 50 percent), and lower their total college tuition.
***
As an aside, note that O’Shaughnessy believes that the popularity of STEM majors is attributable (in part) to overly optimistic job prospect reports. I respectfully disagree, largely because (as O’Shaughnessy herself observes), STEM courses “are typically the most challenging you can take.” Employers know this too, so a STEM degree serves as a “signal” to employers of a hardworking candidate. That said, there’s a big difference in salary prospects between engineers and biology majors, and it’s important for all graduates to be well-rounded. Rigorous humanities courses (particularly ones that require lots of reading, writing, and public speaking) have an important role in producing good communicators, strong critical thinkers, and out-of-the-box problem solvers who grasp the big picture. Professionalism and a strong work ethic are also crucial.
For a balanced assessment of STEM job prospects, see this November 2013 Chronicle of Higher Education article by Michael Anft.