Society’s Devaluing of Arts and Humanities 

The prioritization of Science, Technology, Engineering, and Mathematics (STEM) has been credited with building a technologically efficient workforce. Dating back to the Cold War with the Soviet launch of Sputnik, the United States has poured substantial funding into science, math, and engineering to cultivate a new generation of scientists and close the technological gap. Recently, initiatives like Obama’s Computer Science for All have reaffirmed STEM’s role in driving economic competitiveness and intellectual growth. These programs prepare students for high-demand, high-paying jobs and continue to grow in relevance as society increasingly depends on technology. However, the heightened emphasis on STEM has gradually shifted educational priorities away from arts and humanities, contributing to the defunding of these disciplines across universities nationwide. While STEM’s importance is indisputable, the advancement of science and technology should not come at the expense of the liberal arts.

Over time, the emphasis of economically driven education has resulted in funding cuts and a decline in enrollment in arts and humanities programs, leading to reduced institutional support nationwide. This decline has accelerated in recent years under the Trump Administration. Efforts to reduce or eliminate federal grantmaking agencies such as the Institute of Museum and Library Services (IMLS), which offers federal support to libraries and museums, have threatened the stability of educational institutions across the country. Similarly, the National Endowment for the Arts (NEA) and the National Endowment for the Humanities (NEA) have faced attempts at dismantlement, including placing staff on administrative leave, canceling thousands of grants, and withholding of funds.

The consequences of these actions extend beyond federal institutions. Libraries, particularly in small, rural, or low-income communities, risk losing access to essential services such as digital programming, literacy initiatives, and professional librarian training. Museums have also been affected, as demonstrated by attempts to influence the Smithsonian, including proposed alterations to the National Museum of African American History and Culture’s portrayal of difficult historical narratives. Within higher education, several universities across the country have announced cuts to arts and humanities programs, often through consolidation or elimination of majors. Among these universities feeling pressure to cut are West Virginia University, UNC-Chapel Hill, and Miami University. While financial pressures and declining enrollment contribute to these decisions, the prioritization of STEM remains a significant factor. Together, these trends reflect a broader shift away from federal and institutional support for the arts and humanities.

The diminishing of the arts and humanities has consequences far beyond academics, shaping how individuals think and participate in society. Humanities disciplines cultivate critical and ethical thinking as well as historical awareness, which are essential skills for informed citizenship. As these fields lose support, education risks becoming increasingly transactional, focused on technological efficiency without genuine reflection behind it. A workplace trained with optimized systems and increased output in mind may be productive, yet it lacks the interpretive and moral frameworks that are vital to question the broader implications of its work. The devaluation of the humanities does not only limit cultural expression; it weakens society’s capacity for empathy, discussion, and engagement.

This marginalization of the humanities reflects a narrowing definition of educational value that is increasingly measured by quick economic return. Disciplines whose benefits are less quantifiable in an environment dominated by starting salaries and market demand are dismissed as impractical or expendable. However, this framework fails to account for the long-term contributions of the humanities to society. The humanities shape ethical judgement, cultural understanding, and responsibility. Prioritizing what is most profitable in the short term leads institutions to risk undermining the foundations that allow society to adapt thoughtfully to change. Money is a poor and incomplete measure of human good that fails to capture the full scope of human worth, which includes ethics, relationships, and fulfillment. Therefore, when education is reduced to economic utility alone, it loses its capacity to foster wisdom alongside innovation.

Of course, STEM is still an essential force to societal advancements; however, they do not exist in a vacuum. They raise ethical, social, and cultural questions that cannot be answered through technological knowledge alone. The field of artificial intelligence, for example, is a rapidly growing field that has raised questions related to the humanities about moral reasoning. Without a perspective rooted in social humanities, innovation risks becoming detached from human consequence. Fields such as medicine and engineering follow the same pattern, in which STEM and the humanities exist interdependently. Rather than sacrificing the humanities for the advancement of STEM, institutions should prioritize sustainable progress rooted in their integration.

As students imagine their futures, they are often told to some degree that certain paths matter more than others. Careers in technology and science are praised for their contribution, while passions rooted in art or philosophy are treated as risks rather than genuine ambitions. Yet, no field holds a monopoly on importance, and each field contributes something essential to the world. Choosing what to study should not be an exercise to chase prestige or approval, but an investment in curiosity and purpose. When students choose to pursue what they are passionate about and advocate for the value of their passions, they fight against a system that equates worth with profit and efficiency. A future shaped by meaningful progress does not only include scientists and engineers but also writers, artists, and historians. The most impactful societies are not built by one kind of thinking, but by many.

Sources

“Are STEM Fields Over-Prioritized in Higher Education?” Are STEM Fields Over-Prioritized in Higher Education? | YaleGlobal Online, 26 Oct. 2017, archive-yaleglobal.yale.edu/content/are-stem-fields-over-prioritized-higher-education. 

Dorgelo, Cristin. “The Trump Administration Is Threatening Libraries, Museums, and Other Nonprofits That Support the Arts, Humanities, and Learning.” The Trump Administration Is Threatening Libraries, Museums, and Other Nonprofits That Support the Arts, Humanities, and Learning, 2025, www.cbpp.org/research/federal-budget/the-trump-administration-is-threatening-libraries-museums-and-other.

Garvey, James. “The End of the Humanities? - The Philosophers’ Magazine.” The Philosophers’ Magazine -, 2015, philosophersmag.com/the-end-of-the-humanities/.