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books, by date
Aspiring Adults Adrift: Tentative Transitions of College Graduates
Aspiring Adults Adrift: Tentative Transitions of College Graduates
Aspiring Adults Adrift (2014), co-authored with Josipa Roksa, follows the same cohort of students from Academically Adrift: Limited Learning on College Campuses into life after college, examining their struggles and successes as they transition into adulthood. Drawing on surveys and interviews with nearly a thousand recent graduates, the book reveals challenges in employment, relationships, and civic responsibility, while also highlighting their optimism about the future. By connecting these outcomes to students’ academic experiences, the book offers a critical look at how higher education shapes, and often falls short in preparing, young adults for life beyond college. Aspiring Adults Adrift compels us once again to re-examine the aims, approaches, and achievements of higher education.
Aspiring Adults Adrift (2014), co-authored with Josipa Roksa, follows the same cohort of students from Academically Adrift: Limited Learning on College Campuses into life after college, examining their struggles and successes as they transition into adulthood. Drawing on surveys and interviews with nearly a thousand recent graduates, the book reveals challenges in employment, relationships, and civic responsibility, while also highlighting their optimism about the future. By connecting these outcomes to students’ academic experiences, the book offers a critical look at how higher education shapes, and often falls short in preparing, young adults for life beyond college. Aspiring Adults Adrift compels us once again to re-examine the aims, approaches, and achievements of higher education.
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Academically Adrift: Limited Learning on College Campuses
Academically Adrift: Limited Learning on College Campuses
Academically Adrift (2011) examines whether undergraduates are truly learning in college, finding that many are not. Drawing on surveys, transcripts, and the Collegiate Learning Assessment of over 2,300 students at 24 institutions, the book reveals that nearly half show no significant gains in critical thinking, reasoning, or writing during their first two years. As troubling as their findings are, for many faculty and administrators they will come as no surprise. Arum and Roksa argue that institutional priorities and campus culture often sideline learning, raising urgent questions about higher education’s core mission.
Academically Adrift (2011) examines whether undergraduates are truly learning in college, finding that many are not. Drawing on surveys, transcripts, and the Collegiate Learning Assessment of over 2,300 students at 24 institutions, the book reveals that nearly half show no significant gains in critical thinking, reasoning, or writing during their first two years. As troubling as their findings are, for many faculty and administrators they will come as no surprise. Arum and Roksa argue that institutional priorities and campus culture often sideline learning, raising urgent questions about higher education’s core mission.
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Judging School Discipline: The Crisis of Moral Authority in American Schools
Judging School Discipline: The Crisis of Moral Authority in American Schools
Judging School Discipline (2005) examines how decades of litigation, often rooted in legitimate concerns for civil liberties, have eroded the authority of teachers and principals, making school discipline increasingly difficult and public education more fragile. Drawing on analysis of 1,200 court cases and long-term school data, Richard Arum shows how the threat of lawsuits constrains educators, undermines order, and impacts student outcomes.
Judging School Discipline (2005) examines how decades of litigation, often rooted in legitimate concerns for civil liberties, have eroded the authority of teachers and principals, making school discipline increasingly difficult and public education more fragile. Drawing on analysis of 1,200 court cases and long-term school data, Richard Arum shows how the threat of lawsuits constrains educators, undermines order, and impacts student outcomes.
comparative projects, by date
Improving Learning Environments: School Discipline and Student Achievement in Comparative Perspective
Improving Learning Environments: School Discipline and Student Achievement in Comparative Perspective
Improving Learning Environments (2012) offers the first cross-national study of how school disciplinary climates shape student achievement and social outcomes. Through nine country case studies, the volume highlights how institutional contexts influence discipline, and argues that effective policies must not only address student behavior problems but also strengthen the legitimacy and moral authority of educators.
Improving Learning Environments (2012) offers the first cross-national study of how school disciplinary climates shape student achievement and social outcomes. Through nine country case studies, the volume highlights how institutional contexts influence discipline, and argues that effective policies must not only address student behavior problems but also strengthen the legitimacy and moral authority of educators.
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Stratification in Higher Education: A Comparative Study
Stratification in Higher Education: A Comparative Study
Stratification in Higher Education (2007) brings together scholars from 15 countries to examine how the global expansion of higher education has shaped inequality. Neither greater diversification nor privatization in higher education results in greater inequality. Challenging conventional assumptions, the book shows that widening access has benefited all social classes—and in many contexts, has especially expanded opportunities for disadvantaged groups and women.
Stratification in Higher Education (2007) brings together scholars from 15 countries to examine how the global expansion of higher education has shaped inequality. Neither greater diversification nor privatization in higher education results in greater inequality. Challenging conventional assumptions, the book shows that widening access has benefited all social classes—and in many contexts, has especially expanded opportunities for disadvantaged groups and women.
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The Reemergence of Self-Employment: A Comparative Study of Self-Employment Dynamics and Social Inequality
The Reemergence of Self-Employment: A Comparative Study of Self-Employment Dynamics and Social Inequality
The Reemergence of Self-Employment (2004), co-edited by Richard Arum and Walter Müller, presents findings from a cross-national study of eleven advanced economies, tracing how and why self-employment is reemerging in modern societies. While traditional roles such as crafts and shopkeeping have declined, new forms of self-employment are rising in both professional and unskilled sectors. The book explores how social background, education, family status, gender, and labor market regulation shape entry into, and persistence in, self-employment, revealing striking cross-national differences. Ultimately, it demonstrates that although self-employment is becoming more common, it is increasingly diverse, unstable, and transitory, raising new questions about employment, inequality, and opportunity in the 21st century.
The Reemergence of Self-Employment (2004), co-edited by Richard Arum and Walter Müller, presents findings from a cross-national study of eleven advanced economies, tracing how and why self-employment is reemerging in modern societies. While traditional roles such as crafts and shopkeeping have declined, new forms of self-employment are rising in both professional and unskilled sectors. The book explores how social background, education, family status, gender, and labor market regulation shape entry into, and persistence in, self-employment, revealing striking cross-national differences. Ultimately, it demonstrates that although self-employment is becoming more common, it is increasingly diverse, unstable, and transitory, raising new questions about employment, inequality, and opportunity in the 21st century.
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