English, aspirations, and career paths on the border: a study of humanities graduates

Abstract

This article examines the relationship between English proficiency, professional background, and career aspirations among graduates and potential graduates of the Faculty of Humanities and Social Sciences at UABC, Tijuana campus. Based on a survey of 262 participants and institutional data analysis, the study identified significant differences in self-perceived proficiency and cultural consumption patterns across disciplines. Graduates in Communication and Language reported higher proficiency and greater exposure to English, whereas those in Pedagogy showed the lowest levels. A persistent gender gap was also found, with men more likely to report higher proficiency than women. Nevertheless, instrumental attitudes toward English—as a requirement for professional development—remained consistent across all disciplines, reflecting its naturalization as cultural and labor capital in the borderland context. These findings suggest that both academic discipline and gender shape how English is perceived and mobilized, even as utilitarian views of the language cut across the studied population. The study concludes that strengthening language training in less proficient areas, addressing gender disparities, and broadening comparative research to include both border and non-border contexts are essential steps to better understand the role of English in shaping professional trajectories.