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Richard Arum is a professor with joint appointments in Sociology and Education, and a courtesy appointment in Criminology, Law and Society at the University of California, Irvine (UCI), where he directs the UCI-MUST (Measurement Undergraduate Success Trajectories) Project. His research applies insights from social stratification and the sociology of organizations to examine how schools and labor markets influence life course outcomes. His scholarship spans three interrelated areas: educational inequality and labor market stratification, youth socialization and school discipline, and experiences, trajectories, and outcomes in higher education.
Richard Arum is a professor with joint appointments in Sociology and Education, and a courtesy appointment in Criminology, Law and Society at the University of California, Irvine (UCI), where he directs the UCI-MUST (Measurement Undergraduate Success Trajectories) Project. His research applies insights from social stratification and the sociology of organizations to examine how schools and labor markets influence life course outcomes. His scholarship spans three interrelated areas: educational inequality and labor market stratification, youth socialization and school discipline, and experiences, trajectories, and outcomes in higher education.
Arum’s work on social stratification has included cross-national comparative studies of higher education access and completion, vocational education, and self-employment. He co-directed the international project Stratification in Higher Education, examining how higher education expansion, differentiation, and privatization affect class-based access. His research has also focused on how school and neighborhood contexts mediate labor market transitions and social mobility.
Arum’s work on social stratification has included cross-national comparative studies of higher education access and completion, vocational education, and self-employment. He co-directed the international project Stratification in Higher Education, examining how higher education expansion, differentiation, and privatization affect class-based access. His research has also focused on how school and neighborhood contexts mediate labor market transitions and social mobility.
In the area of youth socialization, Arum has led major studies on school discipline, legal norms, and student rights. He is the author of Judging School Discipline and co-director of the School Rights Project, a multi-method study of law and student experience across diverse school settings. He also directed a cross-national study of school discipline and student achievement in nine countries. His research explores how educational institutions shape students’ civic identities and trajectories into adulthood, including their risk of incarceration.
In the area of youth socialization, Arum has led major studies on school discipline, legal norms, and student rights. He is the author of Judging School Discipline and co-director of the School Rights Project, a multi-method study of law and student experience across diverse school settings. He also directed a cross-national study of school discipline and student achievement in nine countries. His research explores how educational institutions shape students’ civic identities and trajectories into adulthood, including their risk of incarceration.
Arum has also made significant contributions to research on higher education, including the coauthored books Academically Adrift and Aspiring Adults Adrift, which examined college learning and post-college outcomes using longitudinal and mixed-method data. He has worked to develop new frameworks for assessing discipline-based learning outcomes in higher education and has collaborated with national disciplinary associations to pilot alternative assessments aligned with 21st-century skills.
Arum has also made significant contributions to research on higher education, including the coauthored books Academically Adrift and Aspiring Adults Adrift, which examined college learning and post-college outcomes using longitudinal and mixed-method data. He has worked to develop new frameworks for assessing discipline-based learning outcomes in higher education and has collaborated with national disciplinary associations to pilot alternative assessments aligned with 21st-century skills.
Previously, Arum served as dean of the UCI School of Education, senior fellow at the Bill & Melinda Gates Foundation, and director of the Education Research Program at the Social Science Research Council (SSRC). At SSRC, he oversaw the development of the Research Alliance for New York City Schools. He has held leadership roles within the American Sociological Association and International Sociological Association's Research Committee on Social Stratification and Mobility, and has contributed to pedagogical innovation through textbook authorship and field-building service. He received his Ph.D. in Sociology from the University of California, Berkeley, and an Ed.M. from Harvard University.
Previously, Arum served as dean of the UCI School of Education, senior fellow at the Bill & Melinda Gates Foundation, and director of the Education Research Program at the Social Science Research Council (SSRC). At SSRC, he oversaw the development of the Research Alliance for New York City Schools. He has held leadership roles within the American Sociological Association and International Sociological Association's Research Committee on Social Stratification and Mobility, and has contributed to pedagogical innovation through textbook authorship and field-building service. He received his Ph.D. in Sociology from the University of California, Berkeley, and an Ed.M. from Harvard University.
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