Blog # 2 Valentina Soto

    The three assignments that we viewed, “Family & Potential Careers” (Group 3), “Mental Health and Social Life” (Group 2), and “Economics of Education” (Group 1), all focused on basic elements that affect the lives and futures of youth. As a member of Group 3, our project had a personal and enlightening component and allowed for contemplation of how much of our identity and future ability to pursue dreams come from events and circumstances outside of our control. In comparison, the other groups showed how mental health service networks and educational systems place extra layers on the choices individuals make or the lack of options individuals experience. Together, the projects gave a good picture of how our internal values interact with outside social influences and structural systems to affect personal and professional development.

    Our presentation, “Family & Potential Careers,” focused on the importance of not just relying on family influences and pressure when choosing a career path, and instead determining if these are indeed the right paths for us. I think our group did a great job of discussing the positives and the pressures that can come from parents. We highlighted the differences in feeling allegiance to “inherited dreams” and being aware of “authentic aspirations” that come from evaluating our own individuality. One memorable moment is when we discussed that it is okay to follow in your parents' footsteps, but your career path should be of your choosing, and not out of obligation. 

    One of the most significant points to me was trying to figure out where economic stability intersects with self-gratification. I think many people have felt this tension, even myself. There can often be a thought that pursuing a career with security is doing the right thing for our families and offering financial support, especially as people who belong to working or immigrant backgrounds. But that also may create tension within ourselves, and can lead to discontentment, dissatisfaction, or even burnout. Starting to move from an example of our parents feeling controlling as protective can become debilitating when it is done without regard for individuality.

    Another aspect I was pleased with is how we examined gendered career expectations. We interviewed Adriana Flores, an aspiring F1 engineer, whose storytelling brought a pragmatic understanding of the tensions and transitions young women have to navigate as they seek careers in STEM. Adriana's experience enabled us to illustrate that although there is evidence of change, we must still contend with both cultural and familial stereotypes that continue to restrict young people, particularly girls, who aspire to different possibilities. I think including real voices such as hers was meaningful in enhancing our slides.

 

   When I reviewed the other two presentations, I recognized that there were some excellent connections between our topic and their topic. For example, Group 2's presentation on "Mental Health and Social Life" had a similar focus on how shifts in society, and specifically the COVID-19 pandemic, caused mental health to be a central concern. They also highlighted that mental health is tied to sense of purpose, emotional support and sense of community.

    This related to our group’s focus on the psychological burden of living with inherited expectations. When a student feels pressure to pursue a career choice that is at odds with his or her own priorities and values, it creates a feeling of anxiety, low self worth, and even depression. It is clear that mental health is not an isolated consideration, it is found in career choices, family pressure, as well as the development of one’s identity. The other group emphasized the need for safe spaces, peer support and services facilitated by the government, such as the 988 Crisis Line. From our perspective we could extend that argument that mental health services should also include career counselling that highlights cultural and family components, not merely academic consideration. 

    Another intriguing connection was with Group 1’s "Economics of Education". Group 1 focused on the connection between education and economic growth, whereby receiving a higher education increases job opportunities for stability in employment. Group 1 discussed the obstacles to getting education and how it was fundamentally unequal, based on race, class, and geography. This fits in nicely with our earlier discussion concerning the "invisible hand of class and culture" and how economic status limits or creates potential career paths and disappointments of what is considered to be "realistic."

    For instance, Group 1 highlighted how students from lower socio-economic backgrounds are frequently directed towards what are perceived as more “practical”, which limit choice at the expense of passion. We built on that and discussed how these limitations are not always visible, but internalised through family expectations and cultural messaging. We both discussed how education alone doesn't cut it - students need financial assistance, role models, and encouragement to pursue careers that reflect their potential and not where they come from.  

    Each one of the groups taught me something specific, and how our society relationships need a multi-layered approach to care for the flourishing of young people. In the context of our group, I was reminded of the substantial family influence in both supporting and limiting us. However, the other groups showed us that students also need mental health assistance and equitable systems to succeed.

    One of the biggest things I took away from Group 2 is we learned that fun and connection are not "extra"; they are critical to our well-being. In our presentation, we discussed the pandemic's interference with social life and how it increased loneliness and disconnection, particularly for students. I had not thought deeply about how social isolation or a lack of joy disrupts our abilities to pursue career paths or have confidence in our ingenuity and aspirations shaping our futures. My experience with Group 2 allowed me to critically think about balance in my life, an equilibrium of what it means to choose a route that will not only allow someone to thrive but will also keep them emotionally healthy and socially connected. 

    Group 1 illustrated, for me, the long-standing inequities in education. Even though it is often referred to as the "great equalizer," education does not work that way unless we switch the policies. Their statistics about the digital divide, student loan debt, and inequitable funding for schools were staggering. It helped me understand as we speak about personal fulfillment, we need to also discuss access. Some students don't even experience the chance to process their authentic dreams because they are too concerned with living day to day.

    After seeing all three presentations, I believe that future success for students requires integration of emotional support, family understanding, educational reform, and economic access. It’s not enough to tell students “follow your dreams” if those dreams are constrained by pressure, debt, or mental distress. I feel proud of the work my group did, especially because we brought to light issues that are often felt but not discussed, like cultural guilt, gender roles, and class shame. But I also feel more aware that for authentic aspirations to become reality, we need a whole system of support. That means inclusive education policies, stronger mental health programs, culturally sensitive career counseling, and family conversations rooted in respect and empowerment. We’re not just preparing for jobs, we’re building lives. And if we want those lives to be meaningful, we have to look at the whole picture.