Author: Henry Debajyoti Ghatak
DOI Link: https://doi.org/10.70798/PP/020300031
Abstract: This study explores how college majors influence long-term career outcomes, focusing on the deeper meanings and motivations behind students’ academic choices. Using a qualitative research approach, the study investigates how students perceive the link between their chosen field of study and future professional success. Through in-depth interviews and thematic analysis, the research uncovers the personal, social, and cultural factors that shape these decisions and their consequences.The findings reveal that students often select majors based on a mix of interest, perceived job stability, family expectations, and societal values. While some view their major as a direct path to a specific career, others see it as a flexible foundation for broader opportunities. The study highlights how students’ understanding of “success” evolves, influenced by mentorship, peer networks, and exposure to real-world experiences. Importantly, the research shows that career outcomes are not solely determined by the major itself, but by how students engage with their education—through internships, skill-building, and self-reflection.This study also draws attention to the role of institutional support and career guidance in helping students make informed choices. It emphasizes the need for colleges to foster environments where students can explore their interests without fear of failure or rigid expectations. By analyzing narratives across diverse academic disciplines, the research offers insights into how educational pathways can be made more inclusive, adaptable, and aligned with students’ evolving aspirations. Ultimately, the study argues that college majors should be seen not as fixed tracks but as dynamic platforms for growth. It calls for a rethinking of how success is measured in higher education, advocating for a more holistic view that values personal development, transferable skills, and long-term fulfillment.
Keywords: Career Outcomes, Student Perceptions, Educational Pathways, Academic Motivation, Career Guidance, Higher Education Equity.
Page No: 234-240