Author: Michelle Oyakawa

Breaking Free from the Iron Cage of Rationality

The discussion emphasizes students’ financial motivations when choosing careers, highlighting the influence of Max Weber’s “iron cage” of rationality. This focus can overshadow values, creativity, and purpose. While some students prioritize money, others seek balance, suggesting a potential shift in career perspectives that educators can encourage for a better societal future.

A series on how the great sociological thinkers from the past can help us understand the struggle of today’s students as they explore and discern their vocations.

black steel pet cage with one dollar
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Colleagues and I have recently been interviewing students to learn more about how they think about vocation. One question has generated especially striking responses: “If money was not an issue, what would you do the first year after college?” Explicitly asking students to do the unthinkable—to set aside their overwhelming concern about money—opens whole new worlds of possibility. One student I spoke with said that she would want to be a teacher if money was not a concern; she would love to work with young kids, but has eliminated that possibility because she knows that early childhood education does not pay well. Even though students do not always have the most accurate sense of how a major in the liberal arts can be a foundation for financial success, they know that (at least from a financial standpoint) they are at college so that they can get a “good job.” This focus on money is entirely rational; but where do feelings, values, a sense of purpose, and the greater good fit?

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Understanding Alienation: Marx, Vocation, and Student Formation

The text explores the tension between students’ job aspirations and their pursuit of meaningful work. It highlights Marx’s critique of capitalism, emphasizing alienation and the lack of fulfillment it brings to workers. The author argues for education that prioritizes personal growth and purpose, encouraging students to seek fulfillment beyond traditional employment.

A series on how the great sociological thinkers from the past can help us understand the struggle of today’s students as they explore and discern their vocations.

Students often ask us: What kind of job will I be able to get with my degree? This occupational focus can be frustrating for those of us in higher education who want students to think more holistically about their vocations and explore questions like: How can I contribute to the common good? What do I want to accomplish with my life? What would be a fulfilling way to spend my time?

As a sociologist, I am inclined to reframe these questions through the lens of my discipline. When students struggle with the job question, I can’t help but think about the social and economic forces that control the kinds of positions that are available to them. Who or what creates the job market they will encounter? What forces shape how they will spend their time and energy? What structures the possible goals they will devote their lives to accomplishing?

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Guiding Students through Anomie’s Disconnection and Moral Discord

The series explores how historical sociological thinkers illuminate contemporary student struggles in finding their vocations amid societal challenges. This post highlights themes of anomie, technological disruption, and moral ambiguity affecting students’ mental health and identity. Educators are urged to model adaptive behaviors and foster discussions around these challenges to support student well-being.

The first post in a series on how some of the great sociological thinkers from the past can help us understand the struggle of today’s students as they explore and discern their vocations.

I start every class meeting by asking my students, “How are you all doing today?”  This is not a rhetorical question. I expect students to respond and express a feeling, a thought, even a complaint. At the beginning of the semester, I usually get positive responses—smiles or, “Doing good.” At mid-semester, the tone drastically changes. Students avoid eye contact, and the few who do respond say things like, “Stressed,” or just give me looks of quiet desperation.

What is going on? Do I happen to teach at an institution with an unusually depressed student population? I suspect not. I do not think the issue lies within the individuals whom I teach, but rather within the social context that deeply impacts their experiences in patterned ways.

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