Anna Mae Duane, University of Connecticut

Stereotypes abound about liberal arts degrees leading to low-paying jobs, despite research showing that humanities majors earn salaries comparable to students in many other majors.

Authorities from the White House to high school guidance counselors have encouraged students to prioritize degrees in science and technology over the humanities because of their applicability to the job market. Some legislators have even argued that humanities courses should be defunded entirely.

As a result, enrollment in humanities majors in college has plummeted by 24% since 2012. Lower enrollment also means fewer people are training to teach in this field as well.

But employers value the skills that humanities majors have. Courses in art, literature, history and philosophy can provide students with life skills they can use outside the classroom too. This includes recovering from the current loneliness epidemic afflicting young people.

I’m the director of the University of Connecticut Humanities Institute. Here are three scientifically proven ways that humanities classes benefit students and help them develop social skills within and beyond the classroom.

Development of empathy

As an English professor, I know that when I ask students to discuss the motivations of characters in novels, they inevitably find ways to empathize with the character as well as one another. Both narrative theory and cognitive science back this up. Spending hours immersed in the words and beliefs of other people changes students’ capacity to connect with others.

The same is true of studying history. Students can learn to view the world as a historical figure would have seen it – a concept known as “historical empathy.”

Advertisement

These benefits are not restricted to those who study these subjects as their majors. Medical students who take humanities courses score higher in terms of empathy than those who didn’t. This is a vital skill for those caring for sick patients.

Enrichment of conversational skills

Research suggests that an increase in technology use has atrophied humanity’s capacity to engage in and benefit from face-to-face conversations and to empathize and respond to people in real time.

Humanities classes give students the opportunity to build and sharpen these skills. As a result, there is increasing attention paid to the importance of students in science, technology, engineering and math, or STEM, taking these courses, too.

For example, students in humanities classes must listen to one another’s interpretations and respond, prompting deeper thinking. In one study, pharmacy students took a humanities course where they interpreted and discussed works of art that touched on themes of health care, patient experience and death. By the end of the course, they demonstrated more critical thinking and interpersonal skills, including better communication, self-awareness and ability to relate to others.

Developing the soft skills of interpersonal communication is necessary for students not only in the workplace but also in their lives as citizens.

Promotion of a sense of community

Because humanities courses engage a wide range of human experiences through reading, writing and conversation, students are able to experience other ways of living and relating. This allows them to feel a greater sense of choice in their own lives and a stronger connection to others, even those who make different choices. By studying the choices that people made long ago, students also reckon with how the actions of a few people can affect whole generations, a powerful indication of how profoundly connected people are to one another.

When students are exposed to literature written by authors from a wide range of backgrounds, they are better able to find common ground as they draw from both the author’s perspective and their teacher’s input to shape their own verbal and written responses.

Advertisement

Further, because literature classes often involve collaborative discussion between instructors and students as they work together to approach the text, students see their own contributions as a necessary part of the whole.

For students from marginalized and impoverished backgrounds, the invitation to imagine other ways of life has also been shown to enhance confidence in themselves and connection to others. When these students felt that their voices were an essential part of group discussion, they reported increased feelings of self-efficacy and a greater willingness to engage with the world.

Just as educators teach students to code, they can also teach them to connect to others, understand human complexity and read emotions as skillfully as they read data. These are not just soft skills – but survival skills. I believe the greatest tool we have for combating loneliness, fostering empathy and building a more connected society isn’t silicon-based. It’s the age-old practice of engaging deeply with human stories, ideas and experiences.

Anna Mae Duane, Professor of English, University of Connecticut

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Advertisement

STM Daily News is a vibrant news blog dedicated to sharing the brighter side of human experiences. Emphasizing positive, uplifting stories, the site focuses on delivering inspiring, informative, and well-researched content. With a commitment to accurate, fair, and responsible journalism, STM Daily News aims to foster a community of readers passionate about positive change and engaged in meaningful conversations. Join the movement and explore stories that celebrate the positive impacts shaping our world.

https://stmdailynews.com/

Karly Sarita Ford, Penn State

When the Supreme Court struck down race-based admissions at American colleges and universities just over a year ago, many predicted U.S. campuses would become much less diverse. But in part due to students who decide not to disclose their race or ethnicity, coupled with universities’ selective use of statistics, it is not clear how much the decision has affected diversity on campus.

As higher education institutions begin reporting the racial makeup of the class of 2028 – the first to be affected by the 2023 decision – the data is hard to interpret, confusing and inconclusive.

As a sociologist who has studied how institutions of higher education collect and report data on race and ethnicity, I have identified some factors that contribute to this lack of clarity.

Students don’t identify with choices given

Some students may not select a racial or ethnic category because they don’t believe any of the categories really fit. For example, before multiracial students could select “one or more,” an option that became widely available in 2010, they were more likely to decline to identify their race or ethnicity. Some even boycotted checkboxes entirely.

Other students don’t view their race as important: 67% of the students who choose “race and ethnicity unknown” are white. Of these students, 33% say race and ethnicity are not a relevant part of their identity, a researcher found in 2008.

The number of students who don’t respond to questions about race or ethnicity – and are listed in the “race unknown” category – is increasing. At Harvard University, for example, the percentage of “race-unknown” undergrad students doubled from 2023 to 2024.

As the number of “race unknown” students grows, it not only becomes harder to determine a student body’s ethnic and racial diversity but also the impact of the ban on race-conscious admissions.

Advertisement

Fearing discrimination, students don’t disclose race

Some students believe their race or ethnicity will harm their chances of admission.

This is particularly true at many selective institutions, which have higher nonresponse rates than less selective institutions, about 4% compared with 1% to 2%.

My research shows that students are even more likely to pass on identifying race or ethnicity at selective law schools, where race and ethnicity could be used among a variety of criteria for admissions before the Supreme Court ruled against that practice. An average of 8% of students at those schools chose not to identify, compared with 4% at less selective law schools.

‘We’re very diverse’: University decisions distort statistics

What a university chooses to report will also affect the student body demographic data the public sees. Harvard, for example, does not report its proportion of white students.

Some institutions use statistics strategically to appear more diverse than they are. These strategies include counting multiracial students multiple times – once for each race selected – or including international students as a separate category in demographic pie charts. The greater the number of different-colored slices on the chart, the more demographically “diverse” an institution appears to be.

Impact of Supreme Court ruling: Clearer picture coming soon

While universities may not all report their student demographics the same way in their own materials, they all have to report it the same way to the federal government – namely, to its Integrated Post Secondary Education Data System, better known as IPEDS. The next IPEDS report on characteristics for the 2024 enrollment class is expected to be released in spring 2025. Once that data is available, a better picture of how the Supreme Court’s decision has affected diversity in college enrollment should emerge.

That clearer picture might not last long. In 2027, the federal government will require colleges and universities to make changes to how they report student race and ethnicity. Among the changes is the addition of a Middle Eastern and North African category. Under the current standard, Middle Eastern and North African students are counted as white. As a result, white enrollment at some colleges and universities will appear to decline after 2027.

The new standards will also change the way universities treat Hispanic or Latino ethnicity on enrollment forms. Today, if students self-identify as Hispanic and white, they will be categorized as Hispanic. If students select Hispanic and white in 2027, they will be categorized as multiracial. The revised categories will muddy the impact of the Supreme Court’s decision. A drop in the number of Hispanic students reported could be due to the court’s ruling. Or it may result from the new way students will be counted.

Advertisement

Until universities and colleges adjust to the new guidelines about collecting and reporting race – and as long as students decline to provide their racial identities – the full effect of banning consideration of race in college admissions will remain a cloudy picture at best.

Karly Sarita Ford, Associate Professor of Education and Sociology, Penn State

This article is republished from The Conversation under a Creative Commons license. Read the original article.

The Bridge is a section of the STM Daily News Blog meant for diversity, offering real news stories about bona fide community efforts to perpetuate a greater good. The purpose of The Bridge is to connect the divides that separate us, fostering understanding and empathy among different groups. By highlighting positive initiatives and inspirational actions, The Bridge aims to create a sense of unity and shared purpose. This section brings to light stories of individuals and organizations working tirelessly to promote inclusivity, equality, and mutual respect. Through these narratives, readers are encouraged to appreciate the richness of diverse perspectives and to participate actively in building stronger, more cohesive communities.

https://stmdailynews.com/the-bridge

Adam Jortner, Auburn University

Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.

Title of course:

Science Fiction as Intellectual History

What prompted the idea for the course?

For most of its history, science fiction was a disreputable, throwaway genre. But sources of culture and thought aren’t just found in classic literature or in the writings of the great thinkers. They’re also in popular entertainment: movies, comics, pulp magazines, TV.

Big thoughts often come in chunks with labels like “The Future” or “Technology” or “Freedom.” And most ideas about these things are shaped by science fiction.

So in this class, my students explore how the theories of Charles Darwin, for example, are reflected in science fiction like “Jurassic Park,” “The Island of Dr. Moreau,” “X-Men” and “The Wrath of Khan.”

I’m lucky to be the third generation of professors teaching this course at Auburn. It’s an old staple here that I inherited.

What does the course explore?

I usually pick three big plot ideas from sci-fi: alien encounters, time travel and superhuman abilities. Then we trace the development of those ideas, primarily through American fiction.

Students might read H.G. Wells’ “The Time Machine,” which was written in the 1890s and tells the story of the Eloi and Morlocks, post-human races from 800,000 years in the future; C.L. Moore’s secret visitors from the future in the 1953 novella “Vintage Season”; and Steven Spielberg’s 1985 escape to an idealized 1950s in “Back to the Future.”

These works all include mind-bending theories about what time travel might look like. But students also see how each of them tells a different story about the anxieties and obsessions of the times in which they were created.

Advertisement

For example, Wells’ novel is a vision of how thousands of years of Victorian class divisions lead to the evolution of a group of cannibalistic underground humans. In “Back to the Future,” Marty McFly leaves the dingy, broken-down 1980s for a clean and shiny version of the 1950s, one that looks much more promising than 1985. The film taps into the 1980s political and cultural nostalgia for so-called “simpler” times. (Of course, in their version of 1955, Biff and Marty never deal with segregation or Cold War nuclear panic.)

Science fiction offers a kind of film negative of history – a back door into what made people worried or scared rather than what was heroic. Sci-fi captures that fear and anxiety.

Rod Serling’s 1960 “Twilight Zone” episode “The Monsters Are Due on Maple Street” is the story of how neighbors turn on each other when they suspect an alien invasion is taking place. It parallels the American crisis over desegregation and communist subversion.

As Serling concluded, “For the record, prejudices can kill and suspicion can destroy, and a thoughtless, frightened search for a scapegoat has a fallout of its own – for the children, and the children unborn. And the pity of it is that such things cannot be confined to the Twilight Zone.”

Why is this course relevant now?

New technology, along with endless predictions and prophecies about the future, bombard students.

It’s important to take a moment to step back. How is the way we talk about and use technology influenced by the way we’re trained to think about technology and the future? And how much do past visions of the future dictate the choices of the present?

What’s a critical lesson from the course?

Students often think technology has rules and it will follow those rules. But technology doesn’t work like that.

Advertisement

That’s both terrifying and uplifting, because it means that we can still create and imagine our future as we see fit.

What materials does the course feature?

I anchor the course with a series of novels; the list changes, but it always includes “The Time Machine” and Ursula K. Le Guin’s 1971 novel “The Lathe of Heaven.”

Beyond that, I try to pepper in a mix of pulp stories, TV shows, radio dramas, comic books and films. I assign the 1970s avant-garde sci-fi stories of Brian Aldiss and Joanna Russ, and underground literature from the 1980s, such as the graphic novel “Ed the Happy Clown.”

I shape the course like a traditional “great books” course – those that feature the works of intellectual and literary giants – by assigning a different work every week. I just have a different idea about what makes a great book.

We also spend a delightful week examining the economic and cultural history of “so-bad-its-good” B movies and late-night features, where I have them watch an episode of the Canadian sci-fi show “The Starlost,” considered one of the worst shows in television history. Sometimes you have to learn what not to do.

What will the course prepare students to do?

They learn to read and think. They learn that all stories have ideas and philosophies, whether simple or complex, wise or foolish.

I hope they learn to watch for nonsense in public debates about technology and the future – like how some people assume computer modeling for human language is the same thing as language – and keep an eye out for ideologies masquerading as action films.

I hope they learn to love an author they’ve never read before – and learn to appreciate how much reading and stories make life worth living.

Advertisement

Adam Jortner, Goodwin Philpott Eminent Professor of Religion, Auburn University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Our Lifestyle section on STM Daily News is a hub of inspiration and practical information, offering a range of articles that touch on various aspects of daily life. From tips on family finances to guides for maintaining health and wellness, we strive to empower our readers with knowledge and resources to enhance their lifestyles. Whether you’re seeking outdoor activity ideas, fashion trends, or travel recommendations, our lifestyle section has got you covered. Visit us today at https://stmdailynews.com/category/lifestyle/ and embark on a journey of discovery and self-improvement.