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Well-intentioned efforts to help students choose a college major actually make things worse for most students—especially the most valuable among them. It all starts with the probing, anxiety-inducing question, “What are you going to major in?”
Of course, we all know that starting college with a purpose is good for students. It helps them take the right math class, the right prerequisite courses, and select the school that best fits their needs. But it also adds to the pressure students feel, the guilt of not knowing, and the chances of making a regrettable decision. This is especially true for today’s students, who often are unaware of the range of majors offered. And it may contribute to why nearly 1 million fewer students enrolled in college over the past two years.
Years of work built upon behavioral economics, consumer information, and innovation in the field suggest another path forward. Instead of the usual question, let’s start asking, “What do you know you don’t want to do?” from a shortlist of options.
That is what I did when my daughter brought me in as a speaker in her high school leadership class, and the results were fascinating. Leveraging Florida’s meta-majors—a collection of majors grouped in “buckets” like a prix fixe menu—I asked the students to cross off six meta-majors they had no interest in pursuing.
Florida’s meta-majors include:
I then gave them examples of the majors within the two remaining meta-majors to expand their understanding of what they may want to focus on. These majors had similar core courses, similar math requirements, and similar intents—reducing the pressure to pick one at that exact moment. At that point, they also became aware of majors they never knew existed.
Take my daughter, for example. She crossed off meta-majors until she got to social and behavioral sciences. From there, we looked at specific majors like public policy and administration, addiction studies, aging services, domestic violence services, human services, and more.
This approach allows potential students to answer that dreaded question about their chosen major while also allowing them to change their minds as they learn more. Additionally, in my daughter’s case, she realized that she did not need to sweat out calculus or college algebra in high school—and that she should instead focus on taking social sciences electives, like human geography, along with statistics as her math course.
Starting with what students don’t want to be helps clarify what they want to study. This exercise removes information barriers that limit opportunities for talented low-income, minority, and first-generation students who may not have known certain majors exist.
And, hey, it can also help students from more advantaged backgrounds—like my daughter, perhaps a budding social scientist.Back to News