Choosing my A-Levels in English Literature, Spanish and Geography this year was a process fraught with mind-numbing uncertainties. Objectively, it shouldn’t have been. I’d always been interested in studying at uni- most probably a degree in literature- and later pursuing a career related to language and communications. I’d researched the job avenues I could consider by this means, and come up with a semi-detailed semblance of an ‘action plan’- yet the certainty this brought me and my family teetered. 

As a British Indian, I’ve been affected second-handedly by an unshakeably generation-old cultural association with STEM as ‘prosperous’ and “arts’ subjects” as solely for those unable to handle the same degree of skill and strain. I wasn’t failing sciences or maths subjects and so the thought that I wouldn’t want to pursue these was inconceivable. “Where’s the prospect?” I’d often been asked by relatives and family friends, whilst being condescendingly reassured, “It’s fine to not know what you want at this age.” Jokes about ‘being broke’ or prepping a ‘life supply of instant noodles’ were met with light-hearted laughs from my part but were entrenched with genuine concerns- not least from my parents who, whilst always supportive, questioned whether I was thinking this through.

Contrary to common perception, ‘developed’ economies such as the UK are not immune to such a narrative. Most of my friends choose a combination purely of STEM subjects which, whilst for some were chosen out of genuine interest, many called a ‘safer’ or ‘more useful’ option. Maths remains the most popular subject nationally, with the other sciences in the top 10. 45% of undergraduate students in the UK study STEM subjects at university; with computer sciences seeing the highest percentage increase between 2018-2021 by 24%. In comparison the study of modern languages and humanities, such as Geography and History, have steeply declined at both post-16 and degree levels. Post-covid, then-education secretary Gavin Williamson unveiled plans to prioritise subjects which delivered ‘strong graduate employment outcomes in areas of economic and societal importance.’  This has resulted in fields deemed more ‘relevant’ such as STEM, medicine and teaching receiving more funding, both reflecting and perpetuating public perceptions of these avenues as more ‘valuable.’ 

Against these odds however, my conviction withstood. To some extent at first, my choice of subjects was as a form of defiance: I was strong at these subjects, perhaps enough so to stamp on the face of convention. To prove to my STEM-oriented family (and maybe even society!) that I could study them and indeed make a living. Yet, it was closer to the time that I made the conscious decision to extricate myself from both societal and outsider expectations to make a well-informed choice. I realised I truly was connected more to words than numbers. The satisfaction derived from analysing lexical patterns, literary movements and their connections to wider society would, on any day, supercede that derived from scientific concepts. Equations would, quite frankly, tempt me to fall asleep: a situation I realised I had to avoid not solely to ‘follow my passions’, but to make good use of the opportunities provided to me.

 “Doing science and maths A-Levels would only result in two scenarios,” I’d eventually respond to relatives, “My grades falling apart whilst my sanity stays intact. Or the other way around.” And the question was: should any student have to make such a compromise?  

The answer to this, I’ve learnt more recently is ‘probably not.’ Whilst the narrative of science subjects’ ‘superiority’ remains pervasive (and founded on some grains of truth), the prospects of other degrees and career options are far from bleak. A report published in 2021 indicates that those taking arts, social sciences and humanities degrees end up in 8 of the 10 fastest-growing job sectors. STEM graduates, contrary to popular belief, are just 1 percentage point overall ahead in finding a job within a year of graduating. Studying a BA or ‘liberal arts’ degree is moreover cohesive to high employability due to traits, such as communication and cultural awareness, being cultivated in the process. It endows students with skills allowing them to shift between different industrial sectors, and seek jobs with similar wages even amidst economic downturn. The UK’s economic future may be entrenched in technological development, but instrumental to this is the ability to adapt media and communications to evolving behaviours and consumer markets. We too often, as a society, understate the inextricable value of so-called ‘soft’ skills: understate the need of these for industrial development. 

Our fundamental view of STEM vs arts subjects in such a dichotomous way may too be inherently flawed. A combination of both science and humanities’ subjects can be seen to reap just as many benefits for employment as those who more commonly ‘take either side.’ Arguably, neither a broad curriculum nor an open mind to all subjects is facilitated by our education system, which allows us to take 3 or 4 A-Levels- which leads people to have to prioritise a few at a young age. This form of pressure is much less prevalent in the similarly developed education system of the USA wherein range of subjects can be studied, with this extending to degree-level with ‘major’ and minor subjects chosen. This said, A-Levels chosen do not necessarily translate to an absolute career path with markets and avenues constantly changing- perhaps making it important to follow our interests at this stage, having researched the careers they lead us to. 

Perhaps it is time for us, as a society, to ditch the narrative of science A-Levels being for the ‘skilled’- instead, realising the inherent value of all fields of study.