Unchosen Path: Lived Experiences of Criminology Students Compelled by Family to Pursue the Course

This qualitative phenomenological study explored the lived experiences of criminology students in a university in Oroquieta City, Misamis Occidental, Philippines, who were compelled by family expectations to pursue the program. Using semi-structured interviews with twelve participants, the study examined how external pressures influenced their academic, emotional, and personal experiences. Findings revealed six cluster themes: emotional impact of being forced into a course, influence of family expectations on course choice, motivation and academic performance challenges, emotional responses to studying an unchosen program, academic, physical, and social challenges in the criminology program, and positive discoveries and personal growth.
The study concludes that while forced enrollment may initially hinder motivation and emotional well-being, students can gradually adapt, demonstrating resilience, personal growth, and evolving academic engagement over time. It is recommended that educators, counselors, and families implement supportive strategies that enhance student autonomy, foster emotional resilience, and provide opportunities for skill development and engagement. Such interventions can help students navigate academic challenges, balance familial expectations with personal aspirations, and maximize learning outcomes, even in unchosen educational pathways and diverse sociocultural contexts.

criminology education, forced enrollment, student agency, resilience

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