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Should schools require students to pick a pathway?

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Should schools require students to pick a pathway?

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Result: Parents won't push their children to pick their pathways early and actually let them discover what they like overtime.

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Result: Parents won't push their children to pick their pathways early and actually let them discover what they like overtime.

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Why do you push kids to find their pathway while they're young when that can then change all of that once they get older?

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Why do you push kids to find their pathway while they're young when that can then change all of that once they get older?

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Rhetorical choices: Our experiences and others

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Rhetorical choices: Our experiences and others

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“I think it’s absolutely outrageous how, especially nowadays, teenagers are expected to have their whole life planned out at such a young age. We’re expected to find a career that we will dedicate the rest of our lives to, choose a trustworthy college to spend thousands of dollars at, and literally plan the next four years of our lives at the age of 18. I just think 18 is such a young age to plan out your whole life and make such a big decision that will impact you later on,” she said. 

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“I think it’s absolutely outrageous how, especially nowadays, teenagers are expected to have their whole life planned out at such a young age. We’re expected to find a career that we will dedicate the rest of our lives to, choose a trustworthy college to spend thousands of dollars at, and literally plan the next four years of our lives at the age of 18. I just think 18 is such a young age to plan out your whole life and make such a big decision that will impact you later on,” she said. 

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"What do you want to be when you grow up?" seems to be a question that students have been asked since they graduated kindergarten, but now as high schoolers, the question has become a much more pressing issue. Students are pushed to decide what they want to pursue as a career before their senior year is over, but is the pressure they receive as beneficial as people might believe?

Many students promote the idea that it is not completely necessary for high schoolers to choose their career path before graduation because change is inevitable, especially when it comes to long-term life choices like choosing a job.

"I don't think it matters if a person knows exactly what they want to pursue by the end of high school. People grow and change, and with that growth, people's aspirations and goals change. I think that society as a whole expects seniors in high school to have their lives together and a plan for the future. This expectation is a huge one that is not always met," said sophomore Joi Burgess. "Because of this, it creates a feeling of failure, leaving one less motivated to fulfill their potential, when, in actuality, it's okay to not be completely sure what you want to do. After all, we're still teenagers and have to learn who we are and what makes us happy."

Sophomore Tina Idibouo felt the same.

"I feel stressed about choosing a career all the time. Even though I'm just a sophomore, it's something that I worry about a lot. I think about how if I choose a certain career or path now, and I end up not wanting to do it in the future, I might not be able to change it. I also don't know what I want to do so it's really stressful because I feel obligated to at least have some idea," she said.

Senior Kylie Jones agreed that students should be allowed the chance to grow and discover what they truly enjoy before having to make a final decision about their future.

"Personally, I think it's beneficial for teens to start thinking about what they want to do career-wise around their senior year. However, I do believe that people change, and it's totally okay to not know what you want to do after high school. I thoroughly believe in the universe having a plan for everyone, and I feel as though teens should pursue whatever makes them happy and the pieces will fall into place as they please," said Jones.

Senior Taliyah Smith brings up that the pressure that's put on students to plan their futures out at a young age can cause feelings of frustration and defeat.

"I don't think it matters if a student knows what they want to be by senior year because sooner or later your mind changes as you grow older, and it just forces teens to think they should have life figured out by then," Smith said.

A majority of high school students experience stress surrounding planning out their future. A source of this stress comes from a number of factors, such as families and teachers.

"I think teens are stressed because adults tend to look down on teens that don't have a set plan yet. It is sort of frowned upon to not have an idea of what you plan on doing in the future. Also, speaking from personal experience, I am a senior and I am stressed out enough. I have to worry about my college plan, financial aid, my job, and taking care of my little brother," said Jones.

Other students believe that it's nonsensical to expect children to make such a huge decision for their future.

"I think it's completely unreasonable for students to have to choose their career path so early in their lives. High school students are children and are way too young to fully commit to anything that is supposed to last a lifetime. The human brain doesn't develop out of adolescence until 25, so children should not be so pressured to choose a career path in high school before they are 100% developed," said sophomore Maddie Diaz.

Junior Sydney Alphin thought similarly.

"I think it's absolutely outrageous how, especially nowadays, teenagers are expected to have their whole life planned out at such a young age. We're expected to find a career that we will dedicate the rest of our lives to, choose a trustworthy college to spend thousands of dollars at, and literally plan the next four years of our lives at the age of 18. I just think 18 is such a young age to plan out your whole life and make such a big decision that will impact you later on," she said.

The recent events of the pandemic have not helped anything, according to juniors Sydney Alphin and Jordyn Lahm.

"I think given everything going on right now, it's extremely stressful to think of what I'm going to do after next year," said Lahm. "For me, it's hardest to choose something that I won't lose interest in."

"Personally, me being a junior and on the brink of becoming a senior at Kempsville, I am completely and utterly stressed about deciphering my personal interests, goals, and future career. I have no idea what I want to do and this is an especially hard time for juniors to go through since this is such an important year for your education, and we are all spending it online," said Alphin.

Students like Alphin and Lahm believe that they are not given efficient access to resources that would give them information about colleges, majors and careers, and that students could be better prepared by their teachers before their senior year.

"In my personal opinion, I feel this stress could be eliminated by preparing students in their freshman year," said Lahm. "It might help to have more classes and more information on life after high school."

Overall, students just hope to be happy, whether they want to plan their future out before graduation or not.

"If someone knows exactly what they want to do with their life and has planned out their entire future...that is amazing, but the people who don't know what they want to do at all or barely have an idea of what they want to do, shouldn't feel bad about it," said Diaz. "As long as a person is trying their best, trying to get somewhere, and are happy and healthy, that's all that matters in the end."

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Students Face Pressure To Choose Their Careers Before Graduation

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"What do you want to be when you grow up?" seems to be a question that students have been asked since they graduated kindergarten, but now as high schoolers, the question has become a much more pressing issue. Students are pushed to decide what they want to pursue as a career before their senior year...

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"Another source suggests that a staggering 99% of people choose the wrong career path. "

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"Another source suggests that a staggering 99% of people choose the wrong career path. "

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In today's dynamic and fast-paced world, many people find themselves questioning their career choices. A study conducted by The Harris Poll on behalf of CNBC Make It in 2021 revealed that nearly half of older millennials approaching middle age wish they had chosen a different career path[1]. Another source suggests that a staggering 99% of people choose the wrong career path[2].

This blog post will delve into the latest research and trends on this topic, exploring why so many people believe they're in the wrong career and providing insights on how to get your career back on track.

The Extent of Dissatisfaction With Career Choices

The aforementioned study by The Harris Poll in 2021 found that 47% of older millennials, aged 33-40, felt that they had made the wrong career choice. The reasons for this dissatisfaction vary, with some citing a lack of passion, insufficient financial rewards, or a desire for more work-life balance. While this study focused on millennials, career dissatisfaction is not exclusive to this demographic; people of all ages and generations can feel discontent with their career choices.

In addition to the 2021 study, there is other research to support these findings. A 2018 Gallup poll reported that only 34% of employees in the United States were engaged in their jobs, with the remaining 66% being either "not engaged" or "actively disengaged" [3]. This widespread lack of engagement in the workplace further emphasizes the discontent that many people feel towards their careers.

Reasons Behind the Dissatisfaction

Understanding the factors that contribute to dissatisfaction with career choices is crucial in addressing this widespread issue. In this section, we will explore some of the key reasons behind career dissatisfaction, ranging from a lack of passion and fulfillment to misaligned expectations and external factors. By shedding some light on these underlying causes, we can better comprehend the complexities of career discontent and develop strategies to help individuals find greater satisfaction in their professional lives.

Lack of Passion and Fulfillment

One of the primary reasons for dissatisfaction in career choices is the lack of passion and fulfillment that many people experience in their jobs. This may stem from the pressure to pursue careers that promise financial stability and societal approval rather than focusing on personal interests and passions.

Misaligned Expectations and Reality

Another reason people may feel discontent with their careers is that their expectations do not align with the reality of their jobs. Many individuals enter a profession with high hopes, only to be faced with the harsh realities of long working hours, high levels of stress, and minimal work-life balance.

Insufficient Financial Rewards

While financial rewards may not be the sole driver of job satisfaction, they do play a significant role. Many people feel that they are not compensated fairly for the work they do, which can lead to dissatisfaction with their career choices.

Limited Opportunities for Advancement

A lack of opportunities for growth and advancement can also contribute to career dissatisfaction. Employees who feel stagnant in their roles and have limited options for promotion or skill development may begin to question their career choices.

External Factors

External factors such as job market fluctuations, technological advancements, and economic downturns can also impact career satisfaction. These factors can lead to job loss or a decrease in demand for specific industries and roles, resulting in dissatisfaction with career choices.

How to Get Your Career Back on Track

Embarking on the journey to get your career back on track can be both challenging and rewarding. In this section, we will discuss practical steps and strategies to help individuals reassess their career choices, explore new opportunities, and ultimately find a path that aligns with their passions, interests, and strengths. By following these guidelines, you can take control of your career trajectory and move towards a more fulfilling and satisfying professional life.

Self-Assessment

The first step in getting your career back on track is to conduct a thorough self-assessment. Identify your passions, interests, strengths, and values, and consider how they align with your current career. Determine whether your dissatisfaction stems from external factors or a genuine misalignment with your career choice.

Research and Networking

Once you have a clearer understanding of your career goals, conduct research on potential career paths and industries that align with your interests and strengths. Networking can also provide valuable insights into potential career opportunities and help you build connections in your desired field.

Skill Development

Developing new skills and knowledge is crucial for transitioning into a new career or advancing in your current one. Take advantage of online courses, workshops, and certifications to enhance your skillset and make yourself more competitive in the job market.

Seek Professional Guidance

Career coaches and counselors can provide valuable guidance and support during your career transition. They can help you assess your skills and interests, identify potential career paths, and develop a plan to achieve your goals.

Create a Plan and Set Realistic Goals

Develop a concrete plan with realistic goals and timelines for achieving your career objectives. Breaking down your goals into smaller, achievable milestones can make the process less overwhelming and help you stay motivated throughout your career transition.

Be Patient and Persistent

Changing careers or getting your career back on track can be a challenging and time-consuming process. Be prepared to face setbacks and obstacles along the way and maintain a positive attitude and persistent mindset to overcome these challenges.

The Role of Employers in Promoting Career Satisfaction

Employers play a crucial role in promoting career satisfaction among their employees. By creating a supportive work environment and implementing strategies that prioritize employee well-being and growth, organizations can help reduce dissatisfaction and increase engagement among their workforce.
Here are some steps employers can take to support their employees in achieving greater career satisfaction:
Foster a Positive Work Culture

A positive work culture that values collaboration, communication, and inclusivity can help employees feel more connected to their work and colleagues. Employers should invest in team-building activities, encourage open communication, and promote diversity and inclusion initiatives within the organization.

Provide Opportunities for Growth

Offering employees opportunities for growth and advancement can contribute to increased job satisfaction. Employers should establish clear career paths, provide regular feedback and performance evaluations, and support employees in their professional development through training programs and mentorship opportunities.

Encourage Work-Life Balance

Promoting work-life balance is essential for employee well-being and satisfaction. Employers can implement flexible work arrangements, offer generous vacation policies, and provide resources to support employees in managing their personal and professional lives effectively.

Offer Competitive Compensation

Fair compensation and comprehensive benefits packages can significantly impact employee satisfaction. Employers should regularly review and adjust their compensation policies to ensure they remain competitive within their industry.

Reward Employee Achievements

Recognizing and rewarding employee achievements can boost morale and increase job satisfaction. Employers should establish formal recognition programs and celebrate employee accomplishments through awards, bonuses, or other tangible rewards.

By taking these steps, employers can create a work environment that supports employee satisfaction and helps minimize the likelihood of employees feeling that they have made the wrong career choice.

Conclusion

In conclusion, a significant number of people believe they are in the wrong career, leading to widespread dissatisfaction and disengagement in the workplace. The reasons behind this dissatisfaction include a lack of passion and fulfillment, misaligned expectations and reality, insufficient financial rewards, limited opportunities for growth and advancement, and external factors such as job market fluctuations and economic downturns.

To get your career back on track, it's essential to conduct a thorough self-assessment, research potential career paths, develop new skills, seek professional guidance, create a concrete plan with realistic goals, and maintain patience and persistence throughout the process. By taking these steps, you can increase your chances of finding a career that aligns with your passions, interests, and strengths, ultimately leading to greater satisfaction and success in your professional life.

Sources

[1] https://www.cnbc.com/2021/06/17/nearly-half-of-older-millennials-wish-theyd-chosen-a-different-career.html

[2] https://www.inc.com/jt-odonnell/why-99-percent-of-people-choose-wrong-career-path-and-4-steps-to-get-you-back-on-track.html

[3] https://news.gallup.com/poll/241649/employee-engagement-rise.aspx

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How Many People Believe They Have the Wrong Careers - and Why? - Pivotal Integrated HR Solutions

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In today's dynamic and fast-paced world, many people find themselves questioning their career choices. A study conducted by The Harris Poll on behalf of CNBC

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Presbyterian College values student education and an individual's ability to choose which career they will enter into. This is why PC does not require students to choose their major until the end of their Sophomore year because they want to give students as much time as possible to explore classes that interest them. The college also values a student's ability to change their chosen career path.

If you are a PC student who attended high school in America, then you were probably approached many times by guidance counselors and other educators about a career path. High schools across America even introduced Career Clusters to their students in 1996. Since then, schools have offered 16 career clusters to students from a variety of fields, including finance, manufacturing and information technology. These courses offer students the opportunity to gain experience and learn key skills needed for certain industries.

"On the one hand, I think it's smart to take classes tailored to your career interests because you will learn what it takes to attain your goal. However, I'm only a sophomore so my goals or plans could change throughout high school and even in college, which could put me behind in the future," said Drake Atkins, a sophomore at Byrnes High School who takes specialized Automotive Engineering courses. Those students who choose to take a career cluster and then later decide they would rather explore another career have lost valuable time in which they could have been exploring other fields.

"Along with the course standards and certification options, students interested in pursuing a career in one of the clusters can join a career and technology student organization (CTSO)," said the Applied Educational Systems website of the options available to students for specialization.

Many high school students are pushed into choosing a career path early in their education, with some school systems starting as early as the 7 grade. Therefore, students often make quick decisions and become devoted to a career path without first exploring other options. Career Clusters aid in this process because students feel obligated to pick a cluster and specialize their learning. Quick decisions lead many students to later change their career path because they realize their hasty career decision did not reflect their personality.

For example, many students choose careers that require science courses such as biology, chemistry or physics before they even have a chance to take the introductory classes. Then, after being exposed to the concepts and the work required to succeed in these fields, they decide it is not the path they want to take.

"I feel that my high school did not attempt to help me really at all in the process [of finding a career path] and maybe that contributed a lot to why I did not truly know what I wanted in life. I personally think that school systems should work more individually with students to help them find careers that they are interested in, but also fit their personalities and skills," said Lauren Howle, a Sophomore at PC who first chose to pursue biology but then realized her true passion was for law.

Making the decision to change career paths is completely acceptable, but our society has conditioned students to think that changing their major or career path is disappointing and seen as a weakness. We should not think this way. We are predisposed to strengths, which means there are some subjects people understand better than others.

"We put a lot of identity around profession, but our chosen occupation does not necessarily correlate to our calling," said Mrs. Kim Lane, the Associate Dean of Students and Director of Career and Professional Development at PC. The pressure both high school and college-age students feel about choosing a career path is the effect of our society closely associating our career with our identity, but the two are separate. The major does not determine the career because students have the ability to decide how they want to express themselves and what environment they want to express themselves in.

This year, the PC Career and Professional Development staff introduced freshman students to a program called Pathway U. This program is an online, interactive tool that allows students to complete assessments. Based on the assessment results, students are matched with possible career options, ranked from strongest to weakest match. The tool also allows students to view career descriptions and statistics for each match.

High schools should require their students to take similar evaluations and assessments in order to get students to do intentional exploring that exposes them to a variety of occupations. However, students should not be required or pushed into choosing a career because those years are critical periods of change and growth for students. High schools need to encourage students to find a way to express their talents through a career and be open, rethink and talk to other people.

Although Career Clusters limit the exposure students have to other career options, they are not the ultimate problem. The faculty and staff of high schools should not be focused on producing students who know exactly what they want to do with their life after high school. Instead, they should be focused on helping students discover who they are and how those attributes can transfer and be visible in an occupational setting. They should also make it a priority to let students know that changing occupations does not make someone a failure. It is more important for students to find a career path that satisfies their personalities than remaining in an occupation they hate simply because they feel pressured to stick with their first choice.

Another important thing for high school and college students to remember is that they should be their own career advocate. "It takes a lot of confidence and self-advocacy in order to step back and evaluate and re-evaluate yourself, but it is necessary," said Lane. Students should first make it a priority to get to know themselves, and then they can search for careers that utilize the skills and values they possess.

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High School students are pressured to choose a career

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Is high school too early to choose a career? Presbyterian College values student education and an individual's ability to choose which career they will enter into. This is why PC does not require students to choose their major until the end of their Sophomore year because they want to give students as much time as...

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“On the one hand, I think it’s smart to take classes tailored to your career interests because you will learn what it takes to attain your goal. However, I’m only a sophomore so my goals or plans could change throughout high school and even in college, which could put me behind in the future,” said Drake Atkins, a sophomore at Byrnes High School who takes specialized Automotive Engineering courses.

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“On the one hand, I think it’s smart to take classes tailored to your career interests because you will learn what it takes to attain your goal. However, I’m only a sophomore so my goals or plans could change throughout high school and even in college, which could put me behind in the future,” said Drake Atkins, a sophomore at Byrnes High School who takes specialized Automotive Engineering courses.

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"Many students weigh the costs and benefits of continuing in our current education system and determine that a high school pathway designed to lead to college is not worth the effort."

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"Many students weigh the costs and benefits of continuing in our current education system and determine that a high school pathway designed to lead to college is not worth the effort."

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I teach those kids. You know them. Every high school teacher does. The slackers, the class ditchers, the pains in your backside who won't come to class on time, won't turn in work, won't speak up in class, and won't show up for remediation or detention.

In Tennessee, where I am the coordinator of a rural high school's alternative graduation program for young people with special needs, school is compulsory to the age of 18. My students are regularly marched through truancy court, I've had parents court ordered to attend my class with their children for weeks on end, and I've worked with the local juvenile judge to assign students to detention with me after school as part of their sentencing.

I know those kids. And I've never met one without aspirations. I don't even know many I would describe as unmotivated. Unmotivated to show up at school, certainly. But not unmotivated in general. When a student is referred to me, the referring teacher almost always describes that student as lazy. Then I find out the same student works hours after school and on weekends repairing cars, working the family farm, running a business, or caring for a sick family member. Lazy is situation-specific.

It's easy to form stereotypes about those kids, but students most at risk for dropping out aren't a homogeneous group. Some struggle with mental illness, some are young parents, and some have drug addictions, but many others have simply given up on education. What leads these students to give up?

Teachers have long noticed, and researchers have more recently found, that students' intrinsic motivation begins to decline in middle school and steadily continues the downward slide through high school (Gottfried, Marcoulides, Gottfried, Oliver, &amp; Guerin, 2007). Intrinsic motivation seems to be positively related to a person's perception of his or her own competence (Wigfield &amp; Eccles, 2002). Obviously, students who have experienced repeated failures in school often do not perceive themselves as competent in the classroom setting.

Education policymakers, curriculum developers, and media writers urge teachers to take on various personas to steer students back on the education path, but we teachers can see the flaws in these roles.

The Cheerleader. You know the refrain: "You can do it! Everyone can make it in college! Just keep plugging away at it and you'll get there!" Even in the countries with the highest rates of education attainment, fewer than half of young people earn university degrees. What alternatives are we offering for the majority of our students?

The Whip Cracker. Students need more "grit," so we tell them, "Plenty of people have had a harder time than you, and they've risen to the top. Get cracking, and pull yourself up by your bootstraps." I have taught students with measured IQs of less than 70 who have gone on to community college with determination to transfer to four-year universities. Some kids overcome unbelievable obstacles to claw their way to the top, but experts have not found a way to force grit into young people.

Sometimes it gets tempting to take on an even less helpful persona:

The Pitier. A compassionate educator might think, "Look at all these kids have to deal with. How can we expect them to achieve anything? They're doing well just to survive." But allowing kids to give in to the obstacles and leave formal education early is a sentence to a life of churning through low-paying jobs and unemployment.

Maybe it's time to reframe our thinking. Instead of debating how to make teens buy into our narrow "college and career-ready" pathway, we might view their behavior as an economist would.

Many students weigh the costs and benefits of continuing in our current education system and determine that a high school pathway designed to lead to college is not worth the effort. And too often, their estimates are right on target. The costs of higher education include not just tuition but also lost earnings and lost opportunities to gain work experience. Lost happiness is also a cost measured by economists and psychologists who study motivation. Students who have had negative experiences in school may judge these costs-along with the social costs of leaving behind family, friends, and local communities to join an academic setting where they don't feel they fit in-as too high to pay.

Students' academic achievement in high school is the main determinant of whether they choose to apply to college (McDonough, 1997). The data on college completion are of poor quality, but they certainly indicate that a large number of young people who begin four-year degrees don't complete them (U.S. Department of Education, 2013). Taking on debt and turning down work opportunities to start a university education represents a dire prospect for a student who is likely to ultimately leave college without a degree that would help him or her recoup the loss. Many students who have a history of school failure have enough sense not to gamble on odds so poor.

In the 2013-14 school year, as a recipient of a Fulbright Distinguished Award in Teaching, I worked at the University of Leeds in England, examining alternative pathways for upper-secondary students. I visited schools across England, as well as some in Finland and Germany, and developed a network of teachers from countries as diverse as Singapore, Morocco, India, and Argentina. As these teachers shared information about their school systems and opportunities offered in their communities, I learned of many established pathways for upper-secondary students that lead to successful careers.

Most European and Asian countries provide vocational education pathways that offer sector-specific work training leading to recognized industry qualifications. Apprenticeships and other routes that combine work experience with training lead to strong returns on investment for both the young person and the broader community (Organisation for Economic Co-operation and Development, 2013). Apprenticeships and other work-based learning settings also report high completion rates and overall satisfaction ratings (Olinsky &amp; Ayres, 2013).

Vocational pathways are offered to students at around the age of 16 in many countries, and students may complete them to progress directly to the workforce or continue in training to earn further vocational qualifications or university credits and degrees. Instead of finishing at age 18 with a generic high school diploma and no guarantee of secure employment, students in these programs learn by working in the field and receive training aligned with industry standards.

In most U.S. states, including Tennessee, students may choose to take career and technical education (CTE) courses for elective credit. Typically, students interested in pursuing a vocational or technical path take one or two CTE courses per year to complement academic courses in mathematics, English, science, and social studies.

In contrast, in nations like Switzerland, Singapore, and England, students may choose a specific vocational or technical pathway in which all coursework supports entry into the chosen field and provides prerequisites to higher training and qualifications recognized by the industry that the student would like to enter. I believe that many of the students I serve who have not been successful in the general academic pathway would be motivated to excel in a program tailored to their strengths and career ambitions.

Given the high value that U.S. society places on university enrollment, it's likely that the majority of young people would continue to choose a college-preparatory pathway, even if alternatives were provided. Many of my students, however, have already decided that this pathway isn't for them. When I listen to my students, I hear them asking, sometimes begging, for another way. I hear them describe pathways that would motivate them, often into honorable fields like firefighting, health care, construction, or child care. I have now seen models of how work-based training and vocational education centers in Europe offer routes into these fields, so I know that another way is possible.

Rather than rolling our eyes at those lazy kids, we could view them as rational consumers of our services and provide them with more paths toward opportunities they consider worth the cost.

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Commentary / Rethinking High School Pathways

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Students perceived as lazy may just need another option.

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This fall, as I have for nearly 29 years as an educator and academic advisor, I'll face freshmen engineering students who are certain of what they're going to do with the rest of their lives.

Then they take a few classes, join some clubs, look around - and some will realize this is not what they expected and may not be what they want. They're at a loss. Suddenly, all their preparation to follow a single, narrow path has done them more harm than good.

Today's high school students are expected to decide on a life path early, and dedicate everything to pursuing that track. This is especially true for teens considering a STEM field, such as engineering or science, as they often use their high school experience to take all the STEM courses that will prepare them for college. While it can produce students with high technical capabilities, this hyper focus can have serious drawbacks.

We do this to them - we educators, we parents. We want what is best for them and for them to succeed, so when they show an affinity for a certain subject, we're quick to jump in and encourage them to pursue it.

We can help by encouraging students to use high school to build a breadth of knowledge in many different areas, knowing that college will be the time to build depth.

But we fail to realize that we likely force the decision-making process too soon, which puts unnecessary pressure on them. Even worse, we send the message that the best way to succeed in life is to stick to a single path, rather than allowing yourself to grow and change in the face of new experiences.

As a result students feel crunched. They're trying to adjust to college and their parents' expectations. It's hard to make expansive change when they've been taught - at school and home - to be so rigid.

So how do we help?

We can help by encouraging students to use high school to build a breadth of knowledge in many different areas, knowing that college will be the time to build depth. By encouraging a variety of academic subjects in high school - even if the goal is pursuing a science, engineering or other highly technical path. Doing so will produce students who are better thinkers and have a more well-rounded education.

Think about this as a more liberal arts approach, in which a student understands and can apply elements from many, non-science fields to his or her work. For example, concepts of shapes, balance, structure and flow found in architecture or art may have counterparts in, say, chemistry or materials sciences.

Consider engineering: Though engineering integrates computer science and mathematics, it also requires a great deal of creative thinking about the non-science world, problem solving and an understanding of connections between and among different disciplines and situations. Engineering is, in essence, a discipline of creating, building and making - one that can lead to myriad (often surprising) career opportunities. The more a student knows - and continues to learn - about more subjects, the better an engineer he or she will be. (See: Leonardo da Vinci.)

Perhaps most important, a more expansive experience produces young people better equipped to deal with the uncertainty they will face in college, careers - and life.

So every time a freshman enters my office, very concerned, and says he is "undecided" or she doesn't yet know what she wants to do, I want to applaud. Because that's what the university experience is all about-helping students find their own unique paths to the future.

But this can only work if the student - and parents - are open-minded enough to be patient and entertain many possibilities.

If we give students a broad-based high school foundation before entering college, I believe we can create a generation of passionate, engaged engineers and scientists, who are just as well-versed in communication and issues of social change as they are with technical formulas and computational modeling techniques.

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Column: Why we shouldn't push students to specialize in STEM too early

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Today's high school students are expected to decide on a life path early, and dedicate everything to pursuing that track, especially those considering a major or career in STEM. While it can produce students with high technical capabilities, this hyper focus can have serious drawbacks, according to Annette Jacobson, a professor of chemical engineering and dean of undergraduate studies at Carnegie Mellon University College of Engineering.