ERIC Number: EJ1371307
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1551-2169
EISSN: EISSN-1551-2177
Available Date: N/A
Kids Today: They Care, but They Don't Think We Do
Mazzei, Julie; Barnes, Andrew; Roy, Oindrila; Poluse, George
Journal of Political Science Education, v18 n4 p536-554 2022
Scholars and practitioners know that students flourish when they choose majors that are congruent with their self-conceptions. What is less investigated is the information they have for making that choice and how they gather that knowledge. This study demonstrates that a significant gap exists between student impressions of political science and its associated opportunities, on one hand, and reality, on the other. Specifically, we show that many students substitute their understanding of "politics-as-career" for an understanding of political-science-as-major, which prevents them from seeing the range of career options opened by the degree. The article also shows that university advisors are an important potential source of student information about major choice, as most universities intend, but they may be unfamiliar with the subject matter and careers associated with particular majors. Finally, we show that intentional efforts to inform advisors, students, and parents of the content and opportunities of a Political Science degree can help close the information gap, and we indicate how the practical strategy described here could be repeated in other settings.
Descriptors: Undergraduate Students, Student Attitudes, Majors (Students), Political Science, Academic Advising, Careers, Information Sources, Faculty Advisers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A