US liberal arts could shift focus to help post-study work options

Stakeholders have proposed a potential shift in focus for humanities departments in the United States to better accommodate the needs of international students seeking post-study employment opportunities and to attract a more diverse range of international enrolments. This suggestion comes amidst a growing recognition of the importance of aligning educational programs with the evolving demands of global labor markets and the desire to foster a more inclusive and diverse academic environment.

International students pursuing liberal arts degrees are encountering limited official opportunities for post-study employment compared to their counterparts in STEM and science fields. While STEM students benefit from Optional Practical Training (OPT), and those in accounting and finance often find employment in fintech and technology sectors, humanities students find themselves facing a dearth of viable options.

Expressing frustration over the situation, an international humanities student quoted in the Daily Princetonian, Princeton University's newspaper, outlined the predicament: "We pretty much have three options as international humanities majors. We can ‘sell out’ — get a job in consulting or tech, our only chance at a work visa sponsorship." This sentiment underscores the challenges faced by international humanities students in navigating the complexities of post-study work opportunities and visa sponsorships.

In addition to pursuing employment options in consulting or tech, some international humanities students consider extending their stay by attending graduate school to obtain another F1 visa. However, this is seen as a temporary solution to prolong their time in the United States.

Another, albeit somewhat tongue-in-cheek, option mentioned by students is marriage to an American citizen, which would potentially provide a pathway to legal residency.

The challenges faced by liberal arts students, particularly international ones, are underscored by recent closures of colleges with strong liberal arts traditions. Since the beginning of 2023, The PIE identified 19 colleges in the US that have announced closures, exacerbating concerns about the availability of educational opportunities in this field.

Furthermore, enrollment trends are troubling for both domestic and international students, with a decline observed across the board. Despite a slight uptick in international enrollments during the 2021/22 academic year, overall numbers continue to dwindle, reflecting broader challenges within the higher education landscape.

The latest Open Doors report highlights a concerning trend in international enrollments in humanities programs at US colleges. In the 2022/23 academic year, fewer than 16,000 international students chose to pursue humanities studies in the United States, representing only a marginal increase from the previous year's figures. This marks a notable decline from the nearly 17,000 international humanities students recorded in the 2020/21 academic year.

In contrast, disciplines such as mathematics and computer science, engineering, and business and management continue to attract significantly higher numbers of international students. Over 240,000 students opted for mathematics and computer science programs, while engineering programs attracted just over 200,000 students. Business and management emerged as the third most popular field of study among international students, with a total enrollment of 157,000 students.

These statistics underscore the shifting preferences among international students, with a clear preference for STEM (Science, Technology, Engineering, and Mathematics) and business-related disciplines over humanities programs.

Warnings of a decline in traditional liberal arts programs in the United States have persisted for years. This concern stems from various factors, including shifting student preferences towards STEM and professional fields, as well as ongoing debates about the perceived value and practicality of liberal arts education in a rapidly changing job market. Additionally, financial pressures and resource allocation challenges faced by colleges and universities have further contributed to the uncertain future of liberal arts programs. Despite these warnings, proponents of liberal arts education continue to advocate for its enduring value in fostering critical thinking, creativity, and a well-rounded understanding of the world.

“If all fails, we marry an American”

The pressure on students to pursue certain academic paths, often driven by parental expectations, is a significant factor influencing the decline of traditional liberal arts programs. This pressure stems from the belief among some parents that studying fields like STEM or business will lead to better job prospects and financial stability. However, not all students share this sentiment, and some feel drawn to the intellectual and cultural richness offered by liberal arts disciplines.

Gerald Fry, a professor of international studies at the University of Minnesota, shared anecdotes highlighting the tension between student interests and parental expectations. He recounted instances where students, inspired by liberal arts courses exploring diverse topics like novels in Southeast Asia, made the decision to shift their majors away from more traditional fields like dentistry or accounting. In some cases, parental disapproval followed, revealing the complexities students face in navigating their academic and career paths amidst familial pressures.

While humanities has traditionally not been the most popular area of study for international students, some suggest that there's an opportunity to reshape the way humanities programs are marketed to attract more interest.

Jon Stauff, assistant VP of international affairs at South Dakota State, emphasized the evolving landscape by highlighting the intersection of humanities with technology. He noted that while in the past additional majors in languages or other humanities disciplines may have been added, today's students are connecting humanities studies with data science and other STEM fields to better prepare for the future job market.

This approach reflects a broader trend of integrating humanities education with technological advancements, offering students a more interdisciplinary and forward-thinking educational experience that aligns with the demands of the contemporary workforce.

Gerald Fry offered a strategic approach for students to consider: beginning with a liberal arts undergraduate degree before pursuing a more business-focused or accounting postgraduate program. He emphasized the foundational competencies that humanities education instills, highlighting its ability to prepare individuals for a wide range of career paths and to adapt to diverse professional environments.

Fry stressed the long-term benefits of combining a humanities undergraduate education with professional training such as an MBA, noting that data suggests individuals with a humanities background often excel in their careers over time.

However, the student writing in the Princetonian expressed concerns about the practicality of a humanities degree in the job search process, citing its perceived lack of specificity compared to more vocational programs. This sentiment reflects a broader challenge faced by international students, who may feel disadvantaged by the perceived ambiguity of humanities degrees in the context of job searches and visa sponsorship requirements.

The current educational system often places undue pressure on international students to pursue STEM degrees, regardless of their personal interests or aspirations. This perpetuates a harmful myth that STEM fields are inherently superior to other disciplines. By prioritizing STEM education over other areas of study, the system fails to recognize the diverse talents and interests of students, while also overlooking the valuable contributions that non-STEM fields make to society.

This pressure can have detrimental effects on students, forcing them into academic paths that may not align with their passions or strengths. It also perpetuates the misconception that success and job opportunities are solely tied to STEM disciplines, neglecting the value of a well-rounded education that includes humanities, social sciences, and the arts.

Addressing this issue requires a shift in societal perceptions and educational policies to foster a more inclusive and holistic approach to education. By recognizing and valuing the diverse talents and interests of all students, regardless of their chosen field of study, we can create a more equitable and supportive educational environment for international students and beyond.

“Today we see students connecting the humanities to data science”

Jon Stauff emphasized the importance of pragmatism among students and their families, highlighting the need for strategic thinking when considering graduation and career paths. He pointed out that understanding the competencies acquired through the study of disciplines like English, history, and the arts can open up diverse career opportunities. For example, historians can apply their skills as data analysts, while students of literature can develop communication strategies for corporations by leveraging their ability to decipher complex narratives.

Stauff's perspective underscores the value of a humanities education in developing transferable skills that are applicable across various industries and professions. By encouraging students to explore their passions and recognize the practical applications of their studies, he advocates for a more nuanced approach to career planning.

In contrast, Gerald Fry argued for prioritizing students' passions and interests, emphasizing the importance of allowing them to pursue their academic and career aspirations without undue pressure to conform to perceived expectations. This perspective aligns with the idea that individuals are most likely to excel and find fulfillment in fields that resonate with their personal interests and talents.

Gerald Fry lamented the prevalent commercialization of vocational and undergraduate education in the United States, emphasizing the missed opportunity for higher education to serve as a space for expanding minds and fostering intellectual curiosity.

Jon Stauff echoed this sentiment and suggested exploring avenues for reforming post-study work opportunities, particularly through programs like Curricular Practical Training (CPT) and Optional Practical Training (OPT). He proposed lobbying the federal government to introduce novel approaches to CPT and OPT, with the aim of not only attracting a greater number of international students but also ensuring a more diverse range of fields of study are represented.

Stauff emphasized that addressing these issues requires collaboration and shared responsibility among students, university educators, and government stakeholders. By working together to implement meaningful reforms, they can collectively contribute to creating a more inclusive and supportive environment for international students pursuing higher education in the United States.

Source: thepienews‍