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Few books have ever made their presence felt on college campuses—and newspaper opinion pages—as quickly and thoroughly as Richard Arum and Josipa Roksa’s 2011 landmark study of undergraduates’ learning, socialization, and study habits, Academically Adrift: Limited Learning on College Campuses. From the moment it was published, one thing was clear: no university could afford to ignore its well-documented and disturbing findings about the failings of undergraduate education. Now Arum and Roksa are back, and their new book follows the same cohort of undergraduates through the rest of their college careers and out into the working world. Built on interviews and detailed surveys of almost a thousand recent college graduates from a diverse range of colleges and universities, Aspiring Adults Adrift reveals a generation facing a difficult transition to adulthood. Recent graduates report trouble finding decent jobs and developing stable romantic relationships, as well as assuming civic and financial responsibility—yet at the same time, they remain surprisingly hopeful and upbeat about their prospects. Analyzing these findings in light of students’ performance on standardized tests of general collegiate skills, selectivity of institutions attended, and choice of major, Arum and Roksa not only map out the current state of a generation too often adrift, but enable us to examine the relationship between college experiences and tentative transitions to adulthood. Sure to be widely discussed, Aspiring Adults Adrift will compel us once again to re-examine the aims, approaches, and achievements of higher education.
- Sales Rank: #334292 in Books
- Published on: 2014-09-01
- Released on: 2014-09-01
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .70" w x 6.00" l, .0 pounds
- Binding: Paperback
- 264 pages
Review
“The follow-up to the much talked about, responded to, and reflected upon Academically Adrift. . . . Highly recommended for faculty, staff, administrators, students, and parents. Of special interest is the chapter titled ‘A Way Forward,’ which provides the authors’ recommendations for improving under�graduate education based on their research.”
(Library Journal)
About the Author
Richard Arum is professor in the Department of Sociology with a joint appointment in the Steinhardt School of Education at New York University. He is also director of the Education Research Program of the Social Science Research Council and the author of Judging School Discipline: The Crisis of Moral Authority in American Schools. Josipa Roksa is associate professor of sociology and education and Associate Director of the Center for Advanced Study of Teaching and Learning in Higher Education at the University of Virginia.
Most helpful customer reviews
13 of 13 people found the following review helpful.
We know the problem, now what's the solution...
By Reid Mccormick
Higher education is no stranger to criticism. Dissenters have been criticizing higher education since colleges started popping up across the colonies. Recently, however, no book has been more disapproving and controversial than Academically Adrift by Richard Arum and Josipa Roksa. To simply summarize their research: college students are not learning. Using the College Learning Assessment (CLA), Arum and Roksa concluded that students are showing very little growth and that colleges are not the transformational learning environments that faculty and staff preach to the masses. This is a huge indictment for colleges and universities who over the past few decades have seen its tuition increase exponentially while the job market remains dreary and uncertain.
Though the book was a well-researched work, the measure of learning used seemed incomplete.
Is the CLA the best assessment available to measure learning? Can one assessment do that? Are the number of papers written and pages read throughout a semester be an effective indicator of learning? For me, there were a lot more questions than answers after reading Academically Adrift.
Arum and Roska follow up with a new book, Aspiring Adults Adrift, which furthers their research into the years immediately following graduation. Are colleges and universities properly preparing students for the world after graduation? Are they employed, unemployed, or underemployed? Are they ready for the emotional and social challenges of adult life?
As you can probably determine from the title, the authors do not paint a very good portrait. The college graduates followed in this study matriculated in the tumultuous year of 2009, only months removed from the worst economic downturn in American history since the Great Depression. According this work, colleges are not preparing students for adult life which includes fulfilling employment, owning or renting a residence, independence from parents, successful spousal relationships, and optimism towards the future. Their conclusion: “Large numbers of students pass through higher education experiencing few curricular demands, investing little in academic endeavors, and demonstrating only limited learning” (p. 115).
So is college really worth it? Are colleges doing the job they promise society? If not, who is to blame? Arum and Roska confidently assert that “rather than defining undergraduate experiences in a manner conducive to the development of young adults, institutions today have let themselves be defined by the preferences of undergraduates” (p. 119)
To a certain extent, the authors have hit the nail on the head. Colleges and universities have relentlessly studied the needs, desires, and wants of students and have molded their structures and organizations to better serve the students.
But why? Why do colleges do this?
Colleges do this because we live in a society that at least nominally believes in education. We as a society believe in an education system that is available to everyone, so that everyone can have an equal chance to get the education they need and have the happy and successful life they want. Therefore, many colleges have worked tirelessly to make their campuses more accessible. Remedial classes are created to serve the academically unprepared. More financial counselors are hired to help find the finances. Counselors are added to help students handle the stress. Other staff members are employed to ensure the experience such as campus safety officers, housing coordinators, health administrators, technology personnel, etc. Additionally, campuses must add staff members to comply with governmental regulations like Title IX, Clery Act, and athletic associations.
Today, college is more accessible that it has ever been. Gone are the days when you had to be from an elite family or social class. Gone are the days when you had be the top of your high school class. Gone are the days when you were simply too old. Gone are the days when a minor disability held you back forever.
Naturally, these changes have not been cheap. There is no doubt about it, going to college is an expensive investment and students are not exempt from buyer’s remorse. They cannot return their education back like an item at a department store. They cannot sell their education away like a car or house. All they have to show for it is a fancy piece of paper called a diploma and hopefully a transformed, cultivated, educated mind which over a significant period of time (four years for some, six years for most) is sometimes difficult to notice.
Do colleges and universities need to change? Absolutely. Like most industries in the modern world, if colleges to do not adapt to the emerging technologies and changing cultures, it will quickly fade away. Aspiring Adults Adrift does a superb job breaking down the problems in today’s field of higher education. What is fails to do effectively, in my opinion, is find the sources of the problem. They know the symptom, but what is the cause?
We want everyone to have access to college, we want everyone to have the opportunity to succeed and graduate, yet we do not want to lower our academic standards, increase tuition, or cutback important services. That is a very tall order.
Aspiring Adults Adrift, and its predecessor Academically Adrift, bring up the necessary questions and show us our faults. Now let us go and find the solution.
12 of 14 people found the following review helpful.
Highly Relevant
By Loyd Eskildson
Arum (sociology and education professor at New York University) and Roksa's (associate professor sociology and education at the University of Virginia) 2011 'Academically Adrift' reported that over one-third of students complete college without achieving any gains in learning or critical thinking skills. They also found that many undergraduates were 'drifting through college without a clear sense of purpose.' This new book revisits nearly 1,000 of those same undergraduates to assess how they've done since graduate. Turns out they're still adrift - .
A large proportion of that group are having difficulty finding jobs, only 75% reported living somewhere other than back home with their parents two years after graduation, assuming financial self-responsibility (12% had part-time jobs, 30% were working full-time while earning < $30K/year, with 15% earning < $20K), and even developing stable romantic relationships (age of marriage has risen six years from the 1970s). Turns out that colleges' efforts to attract students with happy college experiences rather than helping them learn produces graduates with happy memories of their college experience, but little sense of purpose or understanding of how to move forward.
The exception - only 4% of STEM graduates were working an unskilled job, vs. 14-17% for others. Business majors had a 2% unemployment rate, while social work, education, health, and communications majors were at 8-9%. Part of the problem - 36% of full-time college students reported studying alone < 5 hours/week. Students learning that success in higher education is possible with such little effort have been done a doubly great disservice - first, by lacking the additional skills that could have been acquired with more effort, and second by erroneously 'learning' that success in life requires such little effort.
True, I was adrift long ago at age 22. However, I'd studied considerably more than 5 hours/week, had a clear idea of what I needed to do to progress, and owed less than $500 (for a car).
Bottom-Line: Are 4+ years out of one's life, along with thousands of dollars in debt for college ($1+ trillion total) worth becoming, at best, an 'emerging adult?' Doubtful.
2 of 2 people found the following review helpful.
What better way to achieve this goal than to require that ...
By Idphotodoc
Aspiring Adults Adrift: Tentative Transitions of College Graduates is Richard Arum's relatively brief, and well argued position of the problems of modern higher education. No one involved in this educational process escapes criticism. This includes the students who look for classes that require little effort. Sharing the blame are teachers who do not require the type of effort that requires students to develop critical thinking skills, or do not demand the ability to coherently place the results of this thinking in writing, and the ability to transfer these thinking and writing abilities to other areas of inquiry. Also, administrators who allow the dilution of academic rigor, and report meaningless statistics to justify the continual increase in tuition and other fees receive justified admonition.
This report deserves the attention of all students who are pursuing a college education, parents of those students, college level teachers and administrators, and also the teachers in the lower levels who are charged with preparing these students to study at the college level. Industry wishes to hire prepared graduates. A college diploma needs to certify that the graduate has accumulated the sufficient knowledge and skills to perform well in his or her chosen field. It does not need to indicate an accumulation of social skills, or a contact list of whom to call when you lack the qualifications for the position.
Students need to have a certain amount of fear and anxiety to motivate them to acquire adequate knowledge, critical thinking skills, and the ability to write it down. What better way to achieve this goal than to require that they actually learn the material.
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