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A
question for 'U': Major Indecision
From the Spring 2005 Parent Newsletter
My son doesn’t seem motivated. He’s
a second semester freshman and hasn’t chosen a
major yet. He gets along well with his roommates, his
grades are good, he says he’s happy, and he’s
involved in a student group, but he doesn’t seem
to have any goals, and he’s not pushing himself
academically. Is this normal?
Using the metaphor of computer downloading,
a father once shared with me the wish that his son had
a USB port in his head so that he (the father) could
bestow all of his life experience in one, quick download.
He was frustrated that his son seemed equipped with a
slow dial-up modem—capable only of taking information
in small, deliberate bytes.
I imagine that watching students choose majors can be a similar experience
for parents; they might wish they could download a choice and get their students
on a course for timely graduation and professional success.
Unfortunately, the student’s development gets in the way. Throughout
college, students undergo identity formation; they define themselves and identify
what makes them unique and different from others (including their parents).
This process includes clarifying values, interests, and needs
in every realm of a student’s life. Erik Erikson noted the importance of “trying-on” during
this time—seeking out new experiences and ideas to see which fit. While
college campuses offer new and intriguing options for students to try-on, sorting
through them can be maddening for parents and students alike.
The college
advising offices and career centers
are excellent resources for information and experiential learning.
University Counseling and Consulting
Services
also offers guidance and assessment options through career and academic counseling. Applied
to selecting a major, this process varies by student. Some try-on one major
and find their match. Others try-on several before finding their right choice.
Still others are simply confused—nothing seems to fit. Parents need to
find a balance between giving their students space to explore and remaining
an active partner in the process.
Parents should understand that students need experience and exposure
in order to make informed decisions. This is the basis of a liberal
arts education—students
take survey courses in a variety of disciplines during their first two years,
then choose one discipline to master during the final two years.
It is also helpful for parents and students to recognize that
trying-on majors (and sometimes switching) is part of a process
of planning that continues throughout
a student’s career. Most of today’s workers will change careers
several times, so trying-on is a life skill that students are likely to repeat.
Lastly, even if students aren’t computers, they are still capable of
downloading. If you believe your student’s period of trying-on has gone
on too long, resources listed in the box above may help.
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Dr. Scott Slattery, University Counseling & Consulting
Services, addresses questions from parents of University of Minnesota
students. He may be reached at 612-625-4568 or slatt008@umn.edu.
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