Michael Hines is an Assistant Professor and historian of American education. Before coming to Stanford Dr. Hines was a Minority Postdoctoral Fellow in History and Education at Teachers College Columbia University. He earned his B.A. in History from Washington University in St. Louis, and his M.A. and PhD in Cultural and Educational Policy Studies from Loyola University Chicago. Prior to pursuing graduate studies, he worked as an ELA and World History teacher in Washington D.C. and Prince George's County Maryland. Currently his research focuses on how African Americans in the early twentieth century created new curricular discourses around race and historical representation. He has been quoted in stories from EdWeek and CNN, and his work has been published in TIME, the Washington Post, the Journal of African American History, the History of Education Quarterly and the Journal of the History Childhood and Youth. His first book, A Worthy Piece of Work, from Beacon Press, is forthcoming.

Academic Appointments

Administrative Appointments

  • Postdoctoral Fellow, Teachers College Columbia University (2017 - 2019)
  • Graduate Researcher, Loyola University Chicago (2015 - 2016)
  • Curriculum Writer, Education Pioneers (2014 - 2014)
  • Graduate School Fellow, Education Pioneers (2012 - 2012)
  • Teacher, Friendship Public Charter Schools: Friendship Technology Preparatory Academy (2009 - 2011)
  • Teacher, Prince George’s County Public Schools (2007 - 2009)

Honors & Awards

  • Faculty Teaching Award, Stanford GSE Student Guild (2020)

Professional Education

  • Ph.D., Loyola University Chicago, Cultural and Education Policy Studies (2017)
  • M.A., Loyola University Chicago, Cultural and Education Policy Studies (2013)
  • B.A., Washington University in Saint Louis, History (2007)

Research Interests

  • History
  • History of Education
  • Race and Ethnicity

Stanford Advisees

  • Doctoral Dissertation Reader (AC)
    Sandra Habtamu
  • Doctoral (Program)
    Ayan Ali

All Publications

  • Pedagogical Progressivism and Black Education: A Historiographical Review, 1880-1957 REVIEW OF EDUCATIONAL RESEARCH Hines, M., Fallace, T. 2022
  • “We Have Emerged Better Equipped to Fight Greater Battles”: Black Education and the Civilian Conservation Corps, 1933–1942 The Journal of African American History Hines, M. 2021; 106 (3)
  • Troublemakers: Students' Rights and Racial Justice in the Long 1960s. (Book Review) HISTORY OF EDUCATION QUARTERLY Book Review Authored by: Hines, M. 2020; 60 (1): 123–25
  • Educational Reconstruction: African American Schools in the Urban South, 1865-1890 (Book Review) JOURNAL OF THE GILDED AGE AND PROGRESSIVE ERA Book Review Authored by: Hines, M. 2018; 17 (1): 202–4
  • They Do Not Know How to Play: Reformers’ Expectations and Children’s Realities on the Playgrounds of the Progressive Era Journal of the History of Childhood and Youth Hines, M. 2017
  • Learning Freedom: Education, Elevation, and New York's African-American Community, 1827-1829 HISTORY OF EDUCATION QUARTERLY Hines, M. 2016; 56 (4): 618-645

    View details for DOI 10.1111/hoeq.12213

    View details for Web of Science ID 000390924900004

  • Learning Freedom: Education, Elevation, and New York's African-American Community, 1827-1829 History of Education Society Quarterly Hines, M. 2016; 56 (4)