There is limited research examining how Sub-Saharan parenting practices influence students’ selection of college majors. As a result, educators and administrators may lack evidence-based strategies to effectively engage these families or design programs that support students’ career development. This gap restricts opportunities for students from diverse cultural backgrounds. 

This study explores the relationship between college students of Sub-Saharan descent and their career choices. Specifically, it investigates whether parental involvement among first– and second-generation members of the African Diaspora shapes students’ choice of majors at the University of Massachusetts Amherst, particularly whether it encourages enrollment in natural sciences (such as Stem) and professional fields (such as business) rather than in the humanities or social sciences. 

Using a mixed-methods research design that includes surveys and follow-up interviews, the study examines how parental values are transmitted across generations within a transatlantic context and whether these values are consistent across countries. Additionally, it analyzes the parenting styles that promote particular academic and career pathways. Depending on the findings, the results may inform the development of more culturally responsive advising practices, including the implementation of additional African advisors or counselors to better support students during their transition to university. 

A possible starting point could be the creation of a structured program for students of the African Diaspora to openly discuss challenges they face in college and cultural differences. It is equally important that the administrators leading this program are genuine advocates who clearly articulate and address transitional challenges students may struggle to express independently.