The Humanities in the Age of STEM: Moroccan High School Students’ Perceptions

Abstract

As global attention increasingly privileges STEM disciplines, the Arts and Humanities face escalating marginalization and devaluation. In Morocco, this phenomenon is particularly pronounced: these fields are not only dismissed as less valuable but are also frequently treated with overt condescension. The prevailing social discourse surrounding the Arts and Humanities remains predominantly negative, a perception that exerts tangible effects on their academic status and societal reputation. This study investigates the extent to which Moroccan high school students internalize and reproduce these negative narratives, while also seeking to uncover the underlying causes of such attitudes. To this end, a mixed-methods survey was administered to collect both qualitative and quantitative data from a representative sample of Moroccan high school students. The findings reveal that most respondents share the dominant negative perceptions of the Humanities, primarily grounded in the belief that these disciplines provide limited professional prospects and economic value. Moreover, the results highlight a persistent stereotype portraying students who pursue the Arts and Humanities as less intelligent and academically underperforming compared to their peers in scientific fields.