Identity as an Influence on Major Selection for Undeclared Students

Abstract

Undeclared students choose their major while enrolled in college, but major choice can have long-term implications on social mobility, career path, and lifetime earnings. Identity can play a role in the major selected by an undeclared student. This research analyzed the relationship between identity and major selection for undecided students to identify trends of inequity based on 1) gender, 2) race, 3) socioeconomic status, and 4) first-generation college student status. Additionally, this research assessed if any identities predict major selection for undeclared students. This quantitative study used secondary data from a diverse R2 research university in the northeast United States and a sample size of 1,686 students who enrolled in college without a major. Chi-square Tests of Independence were performed to analyze relationships between major and identity, while a Multinomial Logistics Regression was conducted to identify predictors of major selection. Relationships were found between major and 1) gender, 2) race, and 3) socioeconomic status, while major and first-generation status were unrelated. Gender and race were found to predict major choice for undeclared or exploratory students. Women were underrepresented in business majors and more likely to choose majors in education, social sciences, humanities, and psychology. These findings indicate that historically marginalized students may not have access to or feel welcomed in certain majors. Educational leaders should consider evaluating major admissions standards, faculty representation, and intentional advising services for undeclared students in an effort to avoid perpetuating cycles of systemic oppression.