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Are you interested in how young people change their fields of study?

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Our summary today works with the article titled Major transitions: how college students interpret the process of changing fields of study from 2023 by Blake R Silver published in the Higher Education journal. This is a great preparation for our next interviewee, Amelia Gaskell in episode 177 talking about how and why she changed her major to focus more on the environment. Since we are investigating the future of cities, I thought it would be interesting to see how and why students change their majors as a key education transition. This article explores the complex experiences of college students changing majors, revealing emotional, logistical, and perceptual challenges during this significant educational transition.

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Welcome to today’s What is The Future For Cities podcast and its Research episode; my name is Fanni, and today I will introduce a research paper by summarising it. The episode really is just a short summary of the original paper, and, in case it is interesting enough, I would encourage everyone to check out the whole paper. Stay tuned until because I will give you the 3 most important things and some questions which would be interesting to discuss.

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Changing a college major is a big deal for many students. It’s not just about choosing different classes; it’s a journey that really shapes who they are. This step can change how students see themselves and what they want to do in the future. It’s a time full of self-discovery, but also full of questions and challenges. It’s exciting, but it can also be pretty scary. Understanding this experience, with all its ups and downs, helps us see how important this moment – changing majors in college – is in a student’s life.

As students navigate the significant decision of changing their college major, they encounter a complex process of self-exploration and decision-making. Each student’s journey is filled with unique emotions, thoughts, and challenges, akin to standing at a life-defining crossroads. By delving into their personal narratives, we gain insights into how these students perceive and react to this crucial phase of their academic and personal development. Their stories form a tapestry of experiences, illustrating the broader impact of this transition, not just academically, but on their evolving identities and future aspirations. Understanding these experiences in depth highlights the profound influence that changing majors has in shaping a student’s life.

When students decide to change their majors, they’re embarking on a path filled with deep thought and sometimes uncertainty. They carefully consider what really interests them, their future career dreams, and personal values. This decision-making process isn’t always simple. It can involve a mix of thinking about job opportunities in the future, a love for the subject, and even outside factors like what their family thinks or money matters. As they choose a new major, it’s like they’re piecing together a new understanding of themselves and how they fit into the world. Their reasons for making this big change tell a story about their evolving goals, dreams, and identity.

To understand how students feel and think about changing their majors, the research was based on a special framework that looks at how people experience transitions in life. It’s like having a map that guides us through understanding these big changes. The study talked to 38 students at a public university in the U.S., asking them about their experiences. This method of collecting stories directly from students helps paint a clear picture of what it’s really like to go through this change. It’s not just about numbers or statistics; it’s about hearing the real voices of students, their struggles, and their triumphs. This approach gives a deeper insight into the emotional and practical sides of changing a major, showing how it affects students’ lives and their journey in college.

In the study, the students’ stories about changing majors start with what’s called the ‘endings’ phase. This is when they begin to feel that their current major isn’t the right fit anymore. It’s a time of realization and sometimes disappointment, as they come to terms with the need for change. This phase can be tough, as students grapple with the idea of leaving behind what they once thought was their path. They may feel a sense of loss or uncertainty, as they close one chapter of their academic life and prepare to start another. Then, they enter the ‘neutral zone’, a period filled with exploration and uncertainty. Here, students are in between their old major and the new one, figuring out what they really want and who they aspire to be. It can be a challenging time, but it’s also a period for growth and self-discovery. Eventually, they transition to embracing their new major, marking the beginning of a new chapter. This ‘new beginnings’ phase is filled with excitement and optimism. Students start to see new opportunities in their chosen field, feeling hopeful about their future. This journey, from endings to new beginnings, is not just an academic switch; it’s a transformative personal experience that shapes their identity and future aspirations.

The research sheds light on how changing majors is a key moment in a student’s life, full of insights and lessons. It’s more than just a simple switch of classes or academic interest; it’s a significant transition that shapes students’ identities and futures. The experiences of these students highlight the need for more support during this period. It’s not just about academic advising; emotional support and guidance are just as important. Understanding the emotional rollercoaster students go through during this time can help colleges and universities provide better support, making this transition smoother and more meaningful.

Changing a major is a complex, deeply personal journey for students, one that can influence their entire college experience and beyond. This research emphasizes the importance of recognizing and supporting students through these changes. It suggests that colleges should not only focus on the academic aspects but also consider the emotional and personal growth that occurs during this time. By doing so, educational institutions can play a crucial role in helping students navigate these transitions successfully, ultimately contributing to their overall well-being and success in their chosen paths.

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What was the most interesting part for you? What questions did arise for you? Do you have any follow up question? Let me know on Twitter at WTF4Cities or on the wtf4cities.com website where the transcripts and show notes are available! Additionally, I will highly appreciate if you consider subscribing to the podcast or on the website. I hope this was an interesting paper for you as well, and thanks for tuning in!

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Finally, as the most important things, I would like to highlight 3 aspects:

1. Changing majors significantly impacts a student’s identity and future aspirations, involving a deeply personal and emotional journey through phases of endings, exploration, and new beginnings.
2. Each student’s experience of changing majors is unique, influenced by a mix of personal values, academic interests, and external factors like family and career considerations.
3. There is a need for holistic support in higher education, emphasizing that academic advising should be complemented with emotional and personal guidance to aid students through this transition.

Additionally, it would be great to talk about the following questions:

1. How can universities better support students changing majors?
2. How should educators address the diverse needs of students changing majors?
3. How do external factors like family or finances influence major changes?
4. What are your thoughts on the emotional impact of changing college majors?

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