Ebony N. Bridwell-Mitchell
Associate Professor of Education
(On Leave Spring 2019)
Degree: Ph.D., New York University, (2008); M.P.P., Harvard University, (1999); B.A., Cornell University, (1996)
Vitae/CV: Ebony N. Bridwell-Mitchell.pdf
Office: Gutman 451
Office Hours: https://www.gse.harvard.edu/eb_hours
Office Hours Contact: Online Sign-up
Faculty Assistant: Bianca De Barcelos
Ebony Bridwell-Mitchell is an associate professor of education with expertise in leadership, management, and organizations at the Harvard Graduate School of Education. Bridwell-Mitchell's research builds on her three areas of training and study: organizational management and theory, public policy, and education. Specifically, her research and teaching integrates these three fields to examine how organizational factors constrain and enable the success of U.S. public school reform. For example, one of her current research projects asks how teachers' activities in the classroom are influenced by their integration into local networks or communities of teachers and to what extent community integration depend on factors such as teachers' status or standing in their schools.
Bridwell-Mitchell graduated, summa cum laude, in 1996 from Cornell University with a degree in American policy studies and a concentration in education policy. She earned her master's in public policy with a concentration in human labor resources and education from the Harvard Kennedy School in 1999. In 2008, she completed her Ph.D. in organization theory and management with a focus on school organizations at New York University's Stern School of Business. Bridwell-Mitchell's research has been funded by the National Science Foundation, presented at numerous professional conferences, and published in high impact academic journals. She works to extend her research and teaching beyond academia by helping leading-edge education organizations provide leadership and management training for schools across the country.
Click here to see a full list of Ebony Bridwell-Mitchell's courses.
Bridwell-Mitchell, E.N., & Fried, S. A. "Learning One's Place: Status Perceptions and Social Capital in Teacher Communities". Educational Policy. Published On-line First.,(2018)
Bridwell-Mitchell, E. N. "Chapter 1: System self-regulation and static equilibria: How socio-cognitive control processes regulate school responses to external reform". In C. S. Haim Shaked, Alan James Daly (Ed.), Leading holistically: How schools, districts, and states improve systemically. New York NY: Routledge Taylor & Francis Group. (2018),(2018)
Bridwell-Mitchell, E.N., & Sherer, D. G. "Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform". Educational Evaluation and Policy Analysis. 39(2), 223-247,(2017)
Bridwell-Mitchell, E.N. "Them That's Got: How Tie Formation in Partnership Networks Gives High Schools Differential Access to Social Capital". American Educational Research Journal. First Published Online July 27, 2017, 1-35,(2017)
Bridwell-Mitchell, E.N. and N. Cooc. "The Ties That Bind: How Social Capital Is Forged and Forfeited in Teacher Communities.". Educational Researcher, 45(1), 7-17,(2016)
Bridwell-Mitchell, E.N. "How Peer Learning in Communities of Practice Enables and Inhibits Micro-Institutional Change". Organization Studies, 37(2), 161-192,(2016)
Bridwell-Mitchell, E. N. Theorizing Teacher Agency and Reform: How Institutionalized Instructional Practices Change and Persist. Sociology of Education, 88(2), 140-159,(2015)
Bridwell-Mitchell, E.N. and T.K. Lant. Be Careful What You Wish For: The Effects of Issue Interpretation on Social Choices in Professional Networks. Organization Science, 25(2), 401-419,(2014)
Bridwell-Mitchell, E.N. The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction. Journal of Mixed Methods Research, 7(2), 173-196,(2013)
Bridwell-Mitchell, E.N. and Mezias S.J. The Quest for Cognitive Legitimacy: Organizational Identity Crafting and Internal Stakeholder Support. Journal of Change Management, 12(2), 189-207,(2012)