Higher Ed sources were abuzz this week when North Carolina governor Pat McCrory told Bill Bennett that he wanted to focus on education that led to jobs instead of the liberal arts. Specifically, he contrasted programs that lead to jobs with pursuing things like gender studies (which Bennett had been mocking). In the interview, McCrory suggested that “educational elites” are encouraging programs that won’t lead to jobs. This last bit paints a horrendous picture of faculty members, suggesting that we delight in our students pursuing liberal arts programs that won’t lead to jobs.
Many other people have blogged on McCrory’s remarks over the past few days. Inside Higher Ed’s Matt Reed (formerly Dean Dad) had one of the better autobiographical responses. Reed describes the ways in which his own liberal arts education benefitted him. He goes on to recount what data has shown for years — employers (read “job creators”) are looking for the skill sets that liberal arts provides. There really is little evidence of a decided advantage in majoring in the “get me a job” major without the breadth of experience and perspective that makes liberal arts education unique. (BTW, most accrediting agencies require that accredited institutions provide some breadth of general education programming). Others have rightly pointed out how having students aware of issues in gender studies could be of great value as we navigate the challenges of modern society (did the governor watch any news during the 2012 election cycle?).
This focus on jobs instead of preparation for the future is negatively impacting educational institutions, including and maybe especially Christian universities. We’re regularly told that parents are concerned about student loans and that we need to be prepared to share our “success stories”. I’m an idealist, but I happen to believe that all of our graduates are successes. Almost none of them wind up like Chris Farley’s character “living in a van down by the river”. Admittedly, college has gotten more expensive relative to inflation but it still reflects an amazing return on investment. Data consistently shows that lifetime earnings for those with college degrees far exceeds those with only high school degrees. We’ve been telling our students that since they were young, so it’s no surprise that they have expectations of getting jobs when they finish their education.
The Higher Education Research Institute (HERI) at UCLA conducts an annual freshman survey, exploring attitudes toward social issues, study skills in high school, and reasons for going to college. Here is the graph on reasons for college attendance from their 2012 survey.
The chart shows the changes over the last 36 years on three reasons why students go to college. Students are asked to evaluate a variety of reasons in terms of their importance. it’s critical to recognize that these aren’t mutually exclusive categories: they could rate all reasons as very important. The data shows some significant increase in those interested in better jobs and minor increases in terms of making money and general education. What strikes me is the relative stability of these three factors from 1982 to 2006 — not only are they all important but they are still supported as “Very Important” by over 60% of college freshmen. While it does appear that the economic downturn and college debt issues have pushed the job numbers up, the general education numbers went up as well, gaining roughly 10 percentage points in less than a decade.
I got some anecdotal insights into this tension in my senior liberal arts capstone class Monday night. I had them in groups trying to explain the SAU mission statement to a high school freshman. One of the groups responsible for “the study and application of the liberal arts” explained that breadth is good because you find things out about yourself along the way and might even switch majors to something you’re passionate about. I asked about the oft-repeated meme that general education courses were boring and nobody wanted them. The student responded that sometimes that particular course didn’t work for you but did for someone else. It was a wonderful testimony to why we study a variety of fields — even gender studies!
Embracing the liberal arts is especially important at a Christian university. We live in community and interact with others whose interests differ from ours. We have to know how to navigate that reality and we learn to do that through courses, chapel, and cafeteria conversations. Along the way, we’re expecting a light to turn on, for a student to say “I know what I’m called to do”. That’s not about their job but about their life.
Frederick Buechner puts it best. In his book, Wishful Thinking, he defines vocation like this: It comes from the Latin vocare, to call, and means the work a person is called to by God. … By and large a good rule for finding out is this: The kind of work God usually calls you to is the kind of work (a) that you need most to do and (b) that the world most needs to have done.
Governor McCrory (and those other job-obsessed folks like him) meet Frederick Buechner. Please.