Jocelyn Frelier delves into the challenge educators face in resisting career-centric pressures while helping students navigate their future paths.
Careerism and College Experience
In a compelling article for The New York Times, recent University of Pennsylvania alumna Isabella Glassman argues that an obsession with careerism is eroding the true value of a college education.
She paints a picture of a pre-professional culture that entrenches the belief among students that only careers in prestigious industries—like finance, consulting, or technology—hold the key to a successful future.
Glassman worries that this narrow focus has eclipsed the rich, traditional experiences that college life offers, including engaging classes, romantic adventures, new friendships, and jubilant campus celebrations.
The Experience Gap
This concern is mirrored by Princeton University freshman Lily Halbert-Alexander, who voiced her frustration about the overwhelming emphasis on careerism in a piece for The Daily Princetonian.
Halbert-Alexander argues that when students select their majors solely based on future job prospects and potential earnings, any academic struggles can feel catastrophic, threatening their envisioned paths.
These reflections prompted me to reassess my own collegiate journey, which starkly contrasts the challenges faced by today’s students.
While I recognize that there was some pressure during my college years—particularly while writing my honors thesis and applying to doctoral programs—my memories are largely filled with personal exploration and meaningful connections.
Unlike students of today, I focused more on cultivating a welcoming dorm environment and forging new friendships rather than on securing internships or worrying about job placements.
Balancing Career Preparation and Personal Growth
This leads me to wonder: What explains the difference between my experience and those of contemporary students? Does the Ivy League setting inherently cultivate more stress? Was my state university’s vibrant sports culture and strong social scene a buffer against some of this pressure? I also question the influence of my parents’ teachings about personal achievement—have they shaped my outlook, or are we observing a broader shift in college dynamics over the past decade that intensifies stressors for students?
Jennifer Breheny Wallace, author of Never Enough: When Achievement Culture Becomes Toxic—and What We Can Do About It, argues that today’s anxieties around careerism are not isolated.
Many students seem to internalize the belief that their value is determined by their achievements, a sentiment heightened by increasing income inequality and scarce opportunities.
This raises critical questions about how the expectations of students and their parents shape the culture on today’s college campuses and heighten achievement-related pressures.
While acknowledging the significance of career readiness—given that most students will spend a substantial part of their adulthood in the workforce—we must not allow this emphasis to completely overshadow other essential elements of the college experience.
As higher education institutions navigate economic realities, it is crucial to strike a balance between preparing students for their careers and enriching their academic journey.
In my role as an instructor for an internship practicum, I face the complexities of guiding enthusiastic students eager for prestigious internships and outstanding professional accomplishments.
My objective is to cultivate an environment where personal development is as pivotal as career growth.
I urge my students to reflect on the diverse dimensions of their experiences that extend beyond traditional career markers.
- Embracing Work as a Vocation: It’s important for students to understand that discovering their vocation is a continuous journey.
Their career aspirations should evolve as they grow and change.
By recognizing the value of finding meaningful work, students might experience greater satisfaction in their careers.
- Investigating the Lesser-Known Aspects of Employment: Professional ambitions should not be solely tied to prestige or financial gain.
I encourage students to pinpoint activities they genuinely enjoy—be it collaborating with others or tackling problems—that might lead them to fulfilling careers.
Additionally, considering factors like job flexibility and location can significantly enhance their overall well-being.
- Establishing Personally Meaningful Goals: Employment can provide a sense of purpose, but life experiences should take precedence.
I encourage my students to set objectives that contribute to their overall enrichment rather than merely enhancing their resumes.
For instance, this semester, students embarked on personal projects outside their coursework that reflected their commitment to well-rounded personal development.
In light of these reflections, I intend to share the insights from Glassman and Halbert-Alexander with my students.
Together, we can examine how faculty and staff might disrupt the prevailing culture of careerism and the pressures it introduces.
Jocelyn Frelier is the associate director of the Brown in Washington program, which offers undergraduate students the opportunity to pursue internships in Washington, D.C.
Source: Insidehighered