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When parents disagree about a major during Gaokao applications, start with shared constraints rather than arguing over who is right. Use rank, subject requirements, and enrollment plans to rule out unavailable options, then compare the remaining choices through RIASEC interests, course lists, and informational interviews.
By: Fermat Institute
Published: Aug 3, 2026
Updated: Aug 3, 2026
15 min read
Human review completed · Aug 3, 2026When should I use this article?
Use this article when you want to connect public content with tests, personality profiles, or career guidance from a single starting point.
Does this replace formal judgment?
No. It offers public explanation and action cues, but does not replace medical, legal, or professional judgment.
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When parents and students have differing opinions on college major selections during the Gaokao application process, don’t immediately argue over "who understands the future better." First, use rank, subject requirements, enrollment plans, and other restrictions to eliminate majors that are not viable options. Then convert interests, concerns, and resistance into specific questions. Finally, evaluate each major through course schedules, program curricula, interviews, and low-cost experiences—categorizing them as “retained,” “under review,” or “temporarily excluded.”
If you want to turn reading into self-measurement, continue into an assessment.
This article is not about making students win or parents win. Its goal is to transform family discussions from "mutual persuasion" into "shared verification."
This process produces three working tables:
The tables are decision aids, not admissions predictions. All official rules must be checked against the current provincial and university documents.
From late June to early July, many families face simultaneously the release of scores, rank positions, online consultations, application choice decisions, major inquiries at universities, and discussions about new majors. Especially when terms such as "popular majors," "new interdisciplinary fields," "future-oriented industries," and "stable employment" are mentioned together, parents and students often reduce their anxiety into a single question: who should we listen to?
This background only indicates timing and does not imply an official relationship between FermatMind and any admissions agency. Final application decisions must still be based on information from each province's examination authority, university admission regulations, annual enrollment plans, subject requirements, physical examination standards, single-subject limits, and official university and college websites. FermatMind provides reference material for interest exploration and self-reflection; it does not predict admission outcomes nor replace the official college application system.
Family disagreements often come down to two words: parents say "stability," students say "interest." Both of these terms are too broad. You need to break them apart first.
| Major | Parents' concern | Student's preference or concern | Verified Facts | Unverified Hypotheses | Next Steps to Verify | Current Status |
|---|---|---|---|---|---|---|
| Computer science | High competition, high intensity, afraid of learning | Interested in programming, but worried about the pressure of mathematics and engineering | Satisfied with subject-combination requirement; ranking is within the scope of discussion | Whether you can accept long-term coding, debugging and project iteration | Look at the curriculum plan and do a 3-hour introductory programming task | To be verified |
| Clinical medicine | The family sees it as stable and socially respected | The student is concerned about the long program, workload, and hospital environment | The program length, physical examination, and subject-combination requirements need to be verified | Whether I can accept long-term high-pressure study and clinical internship | Check the admissions regulations, interview medical students, and understand the courses | To be verified |
| Journalism and communication | Students like to express, parents are worried about employment | Like content creation, don't like pure theory | Course direction has not been checked | Is real employment equal to "working as an independent online-content creator" | Look at the curriculum plan, do an interview or content project | To be verified |
10-Minute Family Peace Process:
Quick use: If you have only 30 minutes left tonight, start by filling in the first five columns—"major name, parent's concern, student's resistance, next step for verification, current status"—and fill in the remaining columns tomorrow.
If you haven't completed your first round of major screening, you can review How to filter too many majors after Gaokao scores are released? after finishing this table. If you'd like to first understand how assessments function within Gaokao college application choices, read Gaokao college application choices: How to choose a major using RIASEC, MBTI, and career interest tests.
This article addresses only one specific issue: how to convert disagreements between parents and students regarding major selection during the Gaokao college application process into a clear evidence-based checklist.
It does not provide a comprehensive re-interpretation of the complete RIASEC model. For a systematic understanding of the six RIASEC types, please refer to RIASEC career interest assessment / RIASEC explained. It also does not offer a full explanation of MBTI; if you'd like to understand how MBTI and RIASEC differ in their roles for career decisions, see What to do when MBTI and RIASEC results disagree. If you're still unclear about the differences between interest tests and personality tests, read Differences between career interest tests and personality tests.
This article will not present any major as a definitive answer, nor will it estimate chances of admission, employment outcomes, income potential, or long-term development results. Final application decisions must still follow official provincial examination authority guidelines, admissions regulations, subject requirements, enrollment plans, score rankings, and official university information.
On the first pass, fill only eligibility and missing evidence. If an eligibility requirement is not met, temporarily exclude the major before discussing interests.
| Eligibility requirements to check | Where to check | What conclusions it may lead to | Precautions |
|---|---|---|---|
| Score/rank | Provincial Examination Authority, official score-to-rank table, and admission-threshold information from previous years | Majors that are obviously beyond the scope will not be focused on research | Information from previous years can only be used as a reference and cannot be regarded as this year's results |
| Subject-combination requirements | provincial application system, school admissions regulations, major subject-combination requirements | If you do not meet the subject-combination requirements, you will not be able to apply | Different provinces, years and institutions may be different |
| Enrollment plan | Provincial examination bureau announces plan, school official website | If the target province does not have an enrollment plan, the option cannot be included in the application | It depends on the year, province, and subject category |
| Physical examination / color vision / vision / height restrictions | Admissions regulations, physical examination guidance | There may be restrictions in some fields such as medicine, transportation, chemical engineering, teacher-education, etc. | Don’t just look at the major name |
| Single subject scores/foreign languages | Admissions regulations | Some majors may have requirements for English, mathematics, etc. | It depends on the specific terms of the school |
| Tuition / City / Campus / Accommodation | School official website, admissions regulations, family budget | Enter to be verified or temporarily excluded when the family is under too much pressure | Realistic constraints are also decision-making information |
| Major reassignment and transfer policy | School Academic Affairs Office, Admissions Regulations, College Official Website | You cannot default to "enroll first and transfer later" | There are usually thresholds, quotas and performance requirements for changing majors |
Use official, current sources for:
| Information | Where to go? | Why you can't just rely on testing or experience |
|---|---|---|
| Application rules | Provincial Examination Agency, Admissions Examination Agency, official application system | Rules determine admission batches, application processing, admission, and submission procedures |
| School Admissions Regulations | School admissions website, Sunshine Gaokao and other official information portals | Regulations include restrictions, admission rules and special requirements |
| Subject-combination requirements by major | provincial application system, school admissions major requirements | If you do not meet the subject-combination requirements, you cannot apply directly no matter how interested you are |
| Enrollment plan | Provincial enrollment plan and school release information for the current year | Enrollment in previous years does not mean enrollment this year |
| Physical examination and single subject restrictions | Admissions regulations, major descriptions, physical examination guidance | Certain restrictions will directly affect whether you can apply |
| Curriculum plans and courses | College official website, Academic Affairs Office, major curriculum plans | Major name does not equal four years of actual learning content |
| Major transfer policy | School Academic Affairs Office, Student Handbook, College Notice | "Enter and then transfer" is not a stable solution |
Social posts, short videos, test results, and family memory may generate questions, but they do not replace these sources.
Write the concern without attacking the person. A concern stays “verify” until evidence supports retaining or excluding the option.
| Superficial statement | Possible real meaning | What to check | What is not recommended | Better expression |
|---|---|---|---|---|
| Parents say "this major is stable" | Worried about employment risks, income fluctuations, and returns on family investment | Graduation destination, course difficulty, job types, urban distribution | "You are too old-fashioned in thinking" | "Let's first define stability: Is it employment opportunities, income fluctuations, or risks that the family can bear?" |
| Parents say "popular majors have many opportunities" | Worry about missing out | Enrollment popularity, course structure, industry cycle, personal learning costs | "Popular majors are pitfalls" | "Popular does not mean suitable, let's first look at what it will learn in four years." |
| The student says "I don't like it" | What I am resisting is the curriculum, environment, career picture or feeling of being controlled | Curriculum schedule, open classes, internship tasks, interviews with practitioners | "I just won't go" | "What I am specifically resisting are these courses and tasks, can we check together?" |
| The student says "I want to learn this" | Interest has not been verified by courses and real-life tasks | Curriculum plans, project assignments, graduation projects, introductory courses | "Just liking it is enough" | "I am willing to complete one low-cost verification exercise within a week before deciding whether to keep it." |
| The family says, "You also need to look at the city and cost." | Family budget, care costs, and living costs are hard constraints | Tuition fees, accommodation, campus, and city living costs | "You only care about money." | "These are realistic conditions, and I put them in the table together with major interests." |
RIASEC does not match a person to one major. It makes recurring activities easier to name and verify.
| RIASEC clues | Questions that can be turned into | What should be verified | Don’t jump to conclusions |
|---|---|---|---|
| Stronger Realistic R | Do I enjoy working with tools, systems, equipment, physical objects, or engineering tasks? | Experimental classes, engineering training, practical projects | "I can only choose engineering" |
| Investigative (I) is stronger | Am I willing to analyze data, models, causes, and complex problems over a long period of time? | Mathematics, statistics, experiments, papers and project tasks | "I must be suitable for scientific research" |
| Artistic (A) is stronger | Do I need space for expression, design, open questions, and creativity? | Portfolio, design classes, writing/visual/interactive projects | “I can only study art majors” |
| Social (S) is stronger | Am I willing to face people, communicate, support, teach, or serve on a long-term basis? | Real tasks such as teacher-education, psychology, nursing, social work, user research, etc. | "I am only suitable for dealing with people" |
| Enterprising (E) is stronger | Do I like organizing resources, influencing others, advancing goals, and taking responsibility for results? | Business, management, marketing, project-based tasks | "I must be suitable for entrepreneurship or management" |
| Conventional (C) is stronger | Do I like order, process, data, standards, and reliable execution? | Accounting, auditing, legal process, data governance and other courses | "I am not suitable for creative work" |
Check at least four elements for each of the three leading majors: core courses, hardest or most resisted course, common assignments, and graduation requirements. A prestigious name does not remove a sustained conflict with central coursework.
| Attractiveness of major name | Course red lines that must be checked | Possibly exposed problems | Next step verification |
|---|---|---|---|
| "Artificial intelligence is very popular" | Advanced mathematics, linear algebra, probability, programming, machine learning, algorithms | I only like the name, not math and code | Find a Python/machine learning introductory course and try it for 3 hours |
| "Legal studies are stable and decent" | Read jurisprudence, constitutional law, civil law, criminal law, procedural law, and cases | Don't like a lot of reading, memorization, and argumentation | Watch an open law class and read a summary of a case judgment |
| "Clinical medicine employment is clear" | Anatomy, physiology, pathology, pharmacology, clinical internship | Long academic period, high pressure, physical examination restrictions | Interview medical students to check training years and physical examination requirements |
| "Finance offers high income" | Microeconomics, macroeconomics, accounting, statistics, financial engineering | Imagine the industry as high income, but don't know the course | Look at the course schedule and employment destination, and do a financial report reading exercise |
| "News communication is interesting" | News writing, communication theory, interviews, data journalism, internships | I only like to express and do not understand the rhythm of the industry | Do an interview or short content project |
| "Teacher education seems stable" | Education, psychology, subject teaching, trial lectures, internships | Like the subject but don't like the teaching scene | 10-minute trial lecture, interview with teacher-education students or teachers |
Scenario: Parents believe there are many opportunities in computer science, students are curious about technology, but worry about math, coding, project pressure, and "competition."
| Steps | What to do | Conclusion in this case |
|---|---|---|
| Eligibility requirements | Check the ranking, subject-combination requirement, enrollment plan, single subject requirements | If the subject-combination requirement is satisfied and the ranking is within the discussion range, go to the next step |
| Parents worry | Worry about missing out on opportunities, employment opportunities, and income fluctuations | Rewrite "lots of opportunities" as: which directions, which courses, and which positions? |
| Students resist | Worry about the pressure of math and programming | No need to argue, just do low-cost task verification |
| RIASEC tasks | Whether you are willing to engage over time with Investigative (I), Realistic (R), and Conventional (C) tasks | See if you are willing to analyze problems, debug systems, and deal with details |
| Course red line | Advanced mathematics, linear algebra, probability, data structure, algorithm, programming projects | If you resist these for a long time at first sight, you cannot keep them just because they are popular |
| One week verification | 3 hours of Python introduction + reading a training program + interviewing current students | If you are still willing to continue after finishing, you can mark it "Keep"; if you have strong resistance, put "to be verified" or "temporarily excluded" |
Communication Script:
Student can say: "I'm not dismissing computer science, nor am I basing my decision on intuition. I'd like to start with a small project first, then review the course schedule. If I don't feel resistant toward the actual tasks, we can consider putting them back on the shortlist."
Parent can say: "My concern is about opportunities and risks, not necessarily making a choice for you. Let's first see if you can accept real coursework and assignments."
Scenario: The student enjoys expressing themselves, observing society, writing, or content creation; parents are concerned that majors are too abstract, employment is unstable, and future income may fluctuate.
| Steps | What to do | Conclusion in this case |
|---|---|---|
| Eligibility requirements | Check the enrollment plan, school level, city, tuition fees, and whether there are practical resources | Discuss interests and employment only after passing the eligibility requirements |
| Parents are worried | Worried that "liking to write" will not turn into long-term abilities | Check courses, internships, and graduation destinations, not just the name of the major |
| The student persists | Likes to express, but may not understand the pace of the industry | Needs an interview or topic planning verification |
| RIASEC tasks | Tasks associated with Artistic (A), Social (S), and Enterprising (E) interests | Are you willing to write, interview, communicate, organize information, and accept feedback for a long time |
| Course red line | News writing, communication theory, data journalism, interviewing, editing, internship | If you only like to express and are not willing to interview and be revised, the risk is higher |
| One week verification | Complete an 800-word interview draft + read the curriculum plan + interview a current student | If you are still willing to continue after finishing, mark it Keep; if only the idea appeals and the tasks do not, mark it Needs verification |
Communication Script:
The student can say: "I'm willing to do a real-world task once a week. If I'm unwilling to face interviews, revisions, and public feedback, I'll acknowledge that I should not keep this major on my shortlist yet."
The parent can say: "I'm not opposing your interest—I need to see how this interest can be transformed into a teachable course and structured tasks."
“Retain” means worth further work, not guaranteed fit. “Temporarily exclude” describes the current evidence, not the student’s worth.
| Status | When to put it in | What evidence is missing | Next steps |
|---|---|---|---|
| Keep | The eligibility requirements are basically met; there is no obvious resistance to the course; the RIASEC tasks are interesting; family constraints can be tolerated | It is also necessary to compare the school level, city, major group and application preference order | Enter the candidate list and continue to compare institutions and major groups |
| To be verified | The eligibility requirements may be met, but the courses, tasks, employment, family budget or city information are unclear | Course schedule, curriculum plan, interviews, open classes, project experience | Set 1-3 days of verification tasks |
| Temporarily excluded | Eligibility requirements are not met; course red lines have been resisted for a long time; family constraints are obviously in conflict; no reliable verification path can be found | If there is new evidence, it can be reopened | It will no longer occupy the current discussion time |
Quick usage: Assign one low-cost task to each major being verified. Do not run too many tests at once.
| Date | Verification task | Output | Judgment question |
|---|---|---|---|
| Day 1 | Check the admissions regulations, subject-combination requirement, enrollment plan, and physical examination restrictions | Record of eligibility requirements | Can we enter the discussion area? |
| Day 2 | Check the curriculum plan and core courses | List of potential course deal-breakers | Which courses have I resisted for a long time? |
| Day 3 | Watch 1 open class or introductory lecture | Experience record | Am I more interested, or do I want to escape? |
| Day 4 | Do 1 micro-task | Work sample, notes, code, or case summary | Am I willing to do it a second time? |
| Day 5 | Interview with 1-2 current students or practitioners | Interview summary | What is the difference between real experience and imagination? |
| Day 6 | Review RIASEC / MBTI results | Validation question checklist | Do the test results help me ask more specific questions? |
| Day 7 | Family Review | Keep / Needs verification / Exclude for now | What’s the next step for this major? |
MBTI is not suitable for directly recommending majors. It is better suited to help understand: do you prefer independent thinking or discussion-based decision-making? When facing uncertainty, do you need more planning or room for flexibility? What kind of communication role do you naturally take on in a team?
| Tools | What can help in family discussions | What cannot be replaced | Which step is more suitable |
|---|---|---|---|
| RIASEC / Holland | Turn interests into questions about work activities and environments | Not a substitute for admission rules, course verification, evidence about skills | Verification of major tasks |
| MBTI | Describe learning, communication, and decision-making preferences | Cannot directly recommend majors | Discuss learning experiences and collaboration styles |
| Curriculum / curriculum plan | Expose real learning content | It cannot mean that you definitely like or dislike | Core-course verification |
| Interview/project experience | Supplementary real-life feedback | Cannot replace formal admissions information | Review of a major that still needs verification |
If you'd like a systematic understanding of the differences between MBTI and RIASEC, see What to do when MBTI and RIASEC results don't align. If you simply want to start with the test, you can use the MBTI Test to supplement your understanding of learning and decision preferences.
Students to parents:
I'm not choosing a major solely based on interest. I'm willing to thoroughly research the courses, restrictions, and real-world tasks associated with each major. Before any evidence is available, we'll label it as "pending validation"—neither retain nor exclude it immediately.
Parents to students:
My concern is risk, not making decisions for you. We’ll first list out factors such as employment prospects, city of residence, costs, and course demands, then assess which risks are actual and which are merely imagined.
Shared Agreement:
No major should be chosen based only on its name, popularity, family recommendations, or a single test result. Each major must go through at least three stages: eligibility requirements, non-negotiable coursework, and real-world validation.
If you're still stuck in the debate of "I like it" / "You don't understand" / "This major is stable," the next step isn't to keep arguing—it's to turn your interest into a question.
Main CTA: First take the RIASEC career interest assessment, then convert the results into major verification questions. Secondary CTA: Use MBTI to further understand your learning and decision preferences.
This test is not part of a college application system and does not predict admission chances or recommend a major. It simply helps you turn vague interests into actionable, verifiable questions.
Don't argue over who has the final say. Put parental concerns, students’ resistance, verified facts, and unverified hypotheses into a single table. Filter out eligibility requirements first, then evaluate interest and course options, and place any major assumptions lacking evidence in "to be verified."
DO NOT simply rebut "popular majors are useless," nor should you accept "popular majors are more stable" without question. First examine the core courses, industry cycles, learning costs, enrollment plans, and actual job requirements of this major. If a major is popular in name but its coursework consistently conflicts with the student's non-negotiables, it should not be retained automatically.
Application choices involve real consequences that must be shared by the family, yet students are the ones who engage in long-term learning and experience within a major. A more stable approach is not to decide who overrides whom, but rather to have each candidate major undergo the same set of evidence-based evaluations.
Students should specify what they dislike: is it the course, assignment, city, pressure, or the feeling of being controlled? If they can identify specific non-negotiables, and then validate them through a schedule, open classes, interviews, and project experiences, their objection will be more persuasive than simply saying "I don't want to go."
It can help you translate interests into work activities and environmental preferences, such as a preference for analysis, expression, hands-on work, helping others, organizing resources, or maintaining order. It cannot replace admission information, nor can it turn any major into a single definitive answer.
Check rank, subject-combination requirements, enrollment plans, physical examination requirements, and single-subject restrictions first to eliminate clearly ineligible options; then review core courses and curriculum guidelines; finally use interest assessments and real-world validation to determine which options to retain, require further verification, or temporarily exclude.
Break down "employment" and "stability" into actionable, inquiry-based questions: graduation destinations, industry cycles, urban distribution, proportion pursuing further education, job types, learning costs, and household financial capacity. Don't just state "stable" or "unstable."
No. FermatMind is not an official college application system, nor is it an admissions agency. Official application choices shall still be based on information from each province's examination authority, school admission regulations, subject requirements, enrollment plans, and official announcements.