The article discusses a significant divide in higher education between STEM and humanities students, with many individuals self-identifying within one of these groups. This self-identification affects their confidence, leading to reluctance or defeatism toward engaging in courses outside their areas of strength. The author's personal experiences, with background in both STEM and humanities, illustrate how this divide manifests in student attitudes and educational outcomes. The piece calls for reflection among educators and students alike on how to counteract this mindset for improved educational experiences.
Students often self-identify as either STEM or humanities, impacting their confidence and willingness to engage with courses outside their designated fields.
My experiences across both STEM and humanities have highlighted a concerning mindset among students; the divide results in fear and a lack of confidence in cross-disciplinary education.
The perceived divide is not just a matter of preference but significantly influences students' educational trajectories and their approach to learning new concepts.
I urge readers to consider their rolesâwhether as educators or peersâin challenging this divide and nurturing a more integrated educational environment.
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