Value Proposition: Rethinking ‘Soft’ and ‘Hard’ Skills in STEM College-to-Career Pathways

• In Event: Sociology of Education Section Roundtables
  In Refereed Roundtable (60 minute): Table 18. Paths to College Major Selection

Abstract

Anxieties about the rising costs of universities in the U.S., amid declining state and government funding, have led to increased competition for limited spots at top colleges. Meanwhile, a “crisis of confidence” about college course content and skills have soured a small—but vocal—segment of the U.S. population on the value of higher education. We reexamine the value of college, utilizing a six-year (2015–2021) longitudinal interview study at a STEM-focused university, comparing men’s and women’s early career pathways[OS4.1][OS4.2]. Previous work often measures college’s value by career status and salary. We dig deeper, considering satisfaction and quality of life among recent graduates navigating today’s dynamic career trajectories. We look beyond coursework, assessing how men and women value institutional prestige[OS5.1], campus resources, mentoring and other forms of support considered “advantageous” in the labor market. We reveal how Covid-19 disruptions affected career trajectories across disciplines, demonstrating how “soft” skills held more value than “hard” skills when confronting life and career challenges in early adulthood.

Authors

• Sarah M. Ovink, Virginia Tech

• Ocqua Gerlyn Murrell, University of Florida

• Sean Chambers, Virginia Tech