Abstract

This article examines the relationship between academic specialization and student exposure to a range of academic domains of knowledge. It uses a concentration measure—the Herfindahl-Hirschman Index—to investigate whether students who choose single majors or double major are more or less concentrated in nine domains of knowledge most postsecondary institutions consider to be the intellectual core of a liberal arts general education. The results, based on an analysis of 240 undergraduate transcripts, indicate that—relative to single majoring—choosing similar majors (hyperspecialization) significantly concentrates student learning and choosing very different majors (hypospecialization) leads to more breadth.

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