Richard Arum's research is focused on education, social stratification and formal organizations. In this vein, he has studied stratification patterns across tertiary systems, the transition between college and the labor market, and the quality of American higher education institutions. Also, as Director of the Education Research Program at the Social Science Research Council, Arum participated in the Collegiate Learning Assessment (CLA) longitudinal study, which identified variation in the development of generic higher order skills of a recent cohort of American college students. Arum has also conducted extensive research on K-12 education. Specifically, he has analyzed student achievement gaps by race and class, school segregation and stratification, the effects of legal and institutional environments, and the evolution of discipline in American schools. Currently, funded by the MacArthur Foundation, Arum is studying the relationships between neighborhood disadvantage, digital media and educational outcomes. His research on educational interventions is designed to identify policies and practices that could mitigate the relationship between social background, disadvantaged neighborhood context and educational outcomes.
Areas of Expertise (3)
Legal and Institutional Environments of Schools
Golden Dozens Teaching Award (professional)
2012 College of Arts and Sciences, New York University
University of California, Berkeley: PhD, Sociology 1996
Harvard Graduate School of Education: MEd, Teaching and Curriculum 1988
Tufts University: BA, Political Science 1985
- Samueli Academy Charter School : Board Member
- Value of Liberal Arts Education Research Forum, Mellon Foundation : Advisory Board
- Sociological Research Association : Member
Media Appearances (5)
Why Pay $200,000 For A Piece Of Paper?
College graduates are typically brighter, more literate, reliable and disciplined than those with only high school diplomas. Do they also learn skills in college making them more productive workers? Sometimes, yes. Civil engineers and accountants, for example, learn lots of vocationally useful things in college. But what about the vastly larger number of sociology, communication, psychology, marketing, gender studies, parks and recreation and many other majors? Their college learning does little to improve even basic critical reasoning skills (according to exhaustive research by Richard Arum and Josipa Roksa in Academically Adrift).
The coronavirus crisis will bust up and reshape higher education — for better or for worse
Boston Globe online
Higher education is fixated on distance learning at the moment. And Richard Arum, the dean of the School of Education at the University of California, Irvine, understands that.
Our Readers Write: UCSD expansion plans, thanks from a business, a poem for the COVID-19 times
La Jolla Light online
In their book entitled “Academically Adrift: Limited Learning on College Campuses,” esteemed professors Richard Arum and Josipa Roksa set out a robust, fact-laden analysis that proves in part that our university administrators favor distractions like socialization while placing learning at the bottom of the list.
Surveys capture UCI students’ COVID-19 concerns, informing university responses
UCI News online
“We wanted to capture the moods, attitudes and anxieties our students are facing as traditional college life has been turned upside-down,” said Richard Arum, dean of UCI’s School of Education and principal investigator of the Next Generation Undergraduate Success Measurement Project. “What we learned is informing how the entire university serves undergraduates, as we work to maintain high-quality learning experiences and promote mental and physical well-being.”
As colleges go remote, students revolt against the state of higher ed
UCI News online
UCI is involved in a project called The Next Generation Undergraduate Success Measurement Project, which is attempting to break down what exactly the college experience is. “We’re trying to measure student experiences, attitudes, and behaviors around ways that are able to document what value students receive from their college education. It’s not just growth in general and subject-specific areas, but also about the development of intellectual dispositions; identity formation; finding direction in life; developing civic engagement; and developing social networks,” the Dean of the School of Education at UC Irvine, Richard Arum, told Salon.
Michael S Merry, Richard Arum
2018 Selection within the educational domain breeds a special kind of suspicion. Whether it is the absence of transparency in the selection procedure, the observable outcomes of the selection, or the criteria of selection itself, there is much to corroborate the suspicion many have that selection in practice is unfair. And certainly as it concerns primary and secondary education, the principle of educational equity requires that children not have their educational experiences or opportunities determined by their postcode, their ethnic status, first language, or family wealth. Indeed educational opportunities determined by unearned advantage or disadvantage offend against basic notions of fairness.
Richard Arum, Josipa Roksa, Jacqueline Cruz, Blake Silver
2018 We review research on the “experiential core of college life” for contemporary students at four-year colleges in the United States. We argue that student academic and social experiences need to be understood in the context of broader historical and institutional factors that have structured these organizational settings. As sociologists, we focus attention on variation in college experiences for students from different socioeconomic and racial/ethnic groups, as well as consider issues related to gender, which today include prominent attention to sexuality and sexual violence. We conclude our review by calling for additional research on topics including explicating the relationship between academic and social collegiate experiences, intersectionality, family influences, sexual violence, student political discourse, as well as increased attention to students at two-year colleges and other broad-access institutions.
2016 Students moving from high school to college in the United States typically confront a bewildering set of largely unstructured options. In the absence of clear signals about how to get the most out of college, they often choose pathways that involve limited academic rigor and engagement. In this article, Richard Arum describes a study that followed 1,666 students through four years of college and beyond.
Show less Doreet Rebecca Preiss, Richard Arum, Lauren B. Edelman, Calvin Morrill, Karolyn Tyson
2015 Prior works have established the association between students’ perceptions of school discipline and both behavioral and academic outcomes. The interplay between disciplinary fairness and students’ perceptions of their rights, however, warrants further investigation. In an effort to better understand the development of students’ perceptions of school disciplinary climates amid variation in school legal environments, we identified students’ perceptions of their due process rights based on 5,490 student surveys and 86 in-depth interviews in New York, North Carolina, and California high schools.
Jason Thompson, Richard Arum, Lauren B Edelman, Calvin Morrill, Karolyn Tyson
2015 This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators’ conceptions of students’ rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975).