Where does the arts major fit in at UC?

University of Canterbury’s Puaka-James Hight Library from the UCSA. Source: Madilin Macpherson / Canta.   

When I was first assigned a class taught in Engineering Core, I was startled and confused. Nervous, even. On my way to the first lecture, where I was surrounded by STEM students, I couldn’t shake the feeling of being out of place. 

At a university highly regarded as engineering central, I’ve often wondered: where does the humble arts major fit in?   

I spoke with three students from different corners of UC – sociology, environmental science, and engineering. Each brought unique insights into the relationship between arts and STEM, and the role of the arts in a university context, but their views shared common themes.  

For the sociology major, the divide between arts and STEM at UC is palpable. “Through conversations I’ve had with friends I’ve understood there to be a social dynamic at the university, where STEM degrees are considered to be harder or have more value.” 

This is agreed upon by the two STEM students, who stated UC does seem to place more value on sciences – demonstrated through the range of study options available, facilities, industry events, and societies. This can create issues for arts students, who may feel marginalised in this environment. 

The sociology student emphasised the cultural stigma around arts degrees. “It is seen as unemployable or a waste of time when compared to other majors which are seen as more practical. I’ve definitely had peers in other majors compare their own workloads and experiences to mine in a way which implies that arts subjects are inherently easy or lack substance and employability.”  

The environmental science student shared this sentiment within their degree. “I think, out of the sciences, environmental science is the one that people think is easiest because it is a mixture of social sciences and science. It’s not just maths, or coding, it’s got humanitarian applications.” 

The perceived notion that a STEM course with proximity to the arts undermines its value within the sciences suggests that fields that draw on creativity and critical thinking are tarnishing the perceived rigour of STEM. 

Reflecting on the potential job market of their chosen fields, the sociology major expressed apprehension about their degree. They shared that, despite their strong inclination towards the arts, the prevailing outlook towards the BA caused them to doubt themselves. 

“The attitude of unemployability has definitely caused me to question my decision and consider taking a major that interested me less in favour of something seen as more employable. The flexibility of arts degrees is definitely less talked about, and future career paths in this area are argued to be hard to get into and emotionally demanding.”  

Such bias not only affects arts students’ self-esteem and career aspirations, but also shapes broader societal understandings of knowledge and its value. The tendency to view arts-related fields as lacking seriousness or academic weight reinforces the stigma surrounding them, ultimately leading to the undervaluation of the skills they foster. This creates an environment where students in traditionally less ‘important’ fields feel pressured to justify their choice of study.  

The environmental science student had a more relaxed view. They mentioned that their primary concern was enjoyment, rather than job security – noting that, unlike environmental science, which involves fieldwork, arts-related careers have the potential to be performed by a computer, highlighting a perceived vulnerability to automation and AI.  

Meanwhile, the engineering student shared a definitive view, stating that while concerns about job prospects cross their mind, they were reassured after speaking with higher-level students and professionals. 

When asked about whether the rising enrolment rate at UC alongside the declining rate at other arts-reputable universities would affect arts majors, each student had varying opinions. 

The engineering student attributed it to the value of certain degrees. “I think there’s definitely been a shift. There’s more of a realisation that there’s no real jobs that come out of the arts.”  

This attitude was echoed by the sociology student, who remarked, “If places like Vic and Massey are experiencing decline in enrolments, that would add value to the idea that a university that is more STEM-focused is better and holds more value.” 

These varying perceptions lead to broader questions about the possibility of interdisciplinary collaboration at UC. When asked if they believe that such collaboration between arts and STEM is encouraged, everyone had similar insights.  

“I wouldn’t say it’s actively discouraged, but it’s not actively encouraged either,” said the environmental science student. “Especially because you don’t get many electives, so if I’m going to my set geology lecture, it’s quite likely that everyone there is doing the same degree as me. Also the buildings create, for lack of a better word, segregation between disciplines.” 

Observations like these raise questions about bridging the gap between arts and STEM at UC. The sociology student suggested more education surrounding arts subjects, and a push for arts achievements and study to be recognised.  

The environmental science student stated that the extent of measures attempting to resolve this tension should stay within societies. “They are places that students connect beyond majors.” This highlights the importance of creating informal social spaces, which could foster a more inclusive environment at UC.