Students are encouraged to “follow their passion,” “discover their strengths,” and “become whatever they want to be.”
But in many Asian societies, the reality looks different.
A comprehensive review of 36 research studies conducted between 2005 and 2024 sheds light on how educational choices are influenced by powerful power of a role model in a systematic review by Dr. Aleena Arshad in 2024. The findings suggest that for many students, decisions about what to study are not made independently. Instead, they are shaped by family expectations, community norms, economic pressures, gender roles, peer groups, and admired role models.
This is not necessarily a story of right or wrong. It is a story of context—of how culture shapes opportunity, identity, and aspiration.
Another key influence comes from admired figures.
Students often look up to teachers, public personalities, relatives, or community leaders. A respected teacher in a particular subject can inspire students to follow the same field. Similarly, a successful relative working in a prestigious profession may become a powerful model to emulate.
In some cases, media representation plays a role. Careers highlighted in television dramas, news stories, or social media can shape aspirations. When certain professions are portrayed as glamorous or heroic, students may be drawn toward them without fully understanding the realities involved.
Vocational aspiration—wanting to become like someone admired—can be motivating. However, if this aspiration is based more on image than personal fit, it may later lead to disappointment.
It is important to note that personal interest is not absent.
Many students genuinely reflect on their strengths, talents, and preferences. Some successfully negotiate with their families to pursue desired fields. In more urban and economically developed areas, individual choice is gradually gaining space.
However, the review shows that in collectivist contexts, personal interest often operates alongside other considerations rather than independently. Students weigh their desires against family expectations, financial realities, and cultural values. Sometimes these factors align. When they do, decision-making feels smooth and satisfying. But when they clash, students may feel inner conflict.
Research cited in the review suggests that forcing students into mismatched fields can lead to low motivation, academic struggles, and career dissatisfaction. Conversely, when students feel supported in making balanced decisions, they report greater life satisfaction and stronger commitment to their chosen paths.
Because at the end of the day, the goal of education is not only employment—it is fulfillment. And fulfillment is most likely when cultural belonging and personal passion walk hand in hand.