Bio


I am an organizational sociologist with longstanding interests in the quantification of educational processes, alternative educational forms, and the formal organization of knowledge.

Academic Appointments


Administrative Appointments


  • Associate Professor, Stanford Graduate School of Education (2009 - Present)
  • Director, Center for Advanced Research through Online Learning (CAROL) (2018 - Present)

Boards, Advisory Committees, Professional Organizations


  • Director of Digital Learning and Research, Stanford Graduate School of Education and Stanford Vice Provost for Online Learning (2012 - 2014)
  • Director, Scandinavian Consortium for Organizational Research (SCANCOR) (2010 - 2017)
  • Associate Professor, New York University (2003 - 2009)
  • Assistant to Associate Professor, Hamilton College (1995 - 2003)

Program Affiliations


  • Science, Technology and Society

Professional Education


  • PhD, Northwestern University (1996)
  • BA, Macalester College (1988)

Research Interests


  • Alternative Schooling
  • Educational Policy
  • Higher Education
  • Leadership and Organization
  • Lifelong Learning

Current Research and Scholarly Interests


My most recent book is Seeing the World: How US Universities Make Knowledge in a Global Era, coauthored with Cynthia Miller-Idriss and Seteney Shami.

With Ben Gebre-Medhin (UC Berkeley) I developed a synthetic account of change in US higher education.

With Mike Kirst I edited a volume on the organizational ecology of US colleges and universities.

With Arik Lifchitz and Michael Sauder I developed a theory of sports and status in US higher education.

I co-convene a project on responsible use of student data in higher education.

Earlier work on college admissions, home education, and (with Wendy Espeland) quantification continues to inform my scholarly world view.

Projects


  • Academic Pathways in Sweden and the United States, Stanford University and Uppsala University (June 1, 2017)

    University curriculums are dynamic templates of the official knowledge of their host societies, and students' pathways through them represent a negotiation of personal, ideational, and class identities. This project compares the evolution of both curricula and pathways in Sweden and the United States in recent history. The goal is to provide a dynamic picture the culture and class structures of two of modernity's signal democratic societies. We intend it to lay the groundwork for multiple cross-national comparisons going forward.

    Location

    Uppsala University

    Collaborators

    • Mikael Borjesson, Professor of the Sociology of Education, Uppsala University
    • Mitchell L Stevens, Associate Professor, Stanford University
    • Ylva Bergstrom, Associate Professor of the Sociology of Education, Uppsala University
    • Tum Chaturapruek, Doctoral Candidate, Stanford University
    • Tobias Dalberg, Doctoral Candidate, Uppsala University
    • Ida Lidegran, Senior Lecturer in the Sociology of Education, Uppsala University
    • Andreas Melldahl, Senior Lecturer in the Sociology of Education, Uppsala University
    • Andreas Paepcke, Senior Research Scientist, Stanford University
    • Monique Harrison, Doctoral student, Stanford University
    • Marissa Thompson, Doctoral student, Stanford University

    For More Information:

  • Carta Lab at Stanford, Stanford University (8/1/2016)

    US university students make decisions that are fateful for their academic lives and personal identities as they negotiate elective curricula. Carta is a web-based course exploration and research tool at Stanford University whose purpose is to observe and understand the evolution of academic pathways at scale.

    Location

    Stanford University

    Collaborators

    • Ramesh Johari, Associate Professor, Stanford University
    • Mitchell Stevens, Associate Professor, Stanford University
    • John Mitchell, Betty and Gordon Crary Family Professor, Stanford University
    • Tum Chaturapruek, Doctoral candidate, Stanford University
    • Rene Kizilcec, Research Scientist, Arizona State University and Stanford University
    • Arik Lifschitz, Lead Academic Advising Director, Stanford University

    For More Information:

Stanford Advisees


All Publications


  • Universities as peculiar organizations SOCIOLOGY COMPASS Eaton, C., Stevens, M. L. 2020

    View details for DOI 10.1111/soc4.12768

    View details for Web of Science ID 000506374600001

  • Via: Illuminating Academic Pathways at Scale Angus, G., Martinez, R., Stevens, M. L., Paepcke, A., Assoc Comp Machinery ASSOC COMPUTING MACHINERY. 2019
  • Research Universities and the Future of Work ISSUES IN SCIENCE AND TECHNOLOGY Stevens, M. L. 2018; 35 (1): 45–52
  • From soldiers to students: The Tests of General Educational Development (GED) as diplomatic measurement Social Science History Hutt, E. L., Stevens, M. L. 2017; 41 (4): 731-755
  • Association, Service, Market: Higher Education in American Political Development ANNUAL REVIEW OF SOCIOLOGY, VOL 42 Stevens, M. L., Gebre-Medhin, B. 2016; 42: 121-142
  • Remaking College: The Changing Ecology of Higher Education edited by Kirst, M. W., Stevens, M. L. Stanford University Press. 2015
  • Football as a Status System in US Higher Education SOCIOLOGY OF EDUCATION Lifschitz, A., Sauder, M., Stevens, M. L. 2014; 87 (3): 204-219
  • A Sociology of Quantification ARCHIVES EUROPEENNES DE SOCIOLOGIE Espeland, W. N., Stevens, M. L. 2008; 49 (3): 397-432
  • Sieve, incubator, temple, hub: Empirical and theoretical advances in the sociology of higher education Annu. Rev. Sociol Stevens, M. L., Armstrong, E. A., Arum, R. 2008; 34: 127-151
  • Creating a Class: College Admissions and the Education of Elites Stevens, M. L. Harvard University Press. 2007
  • Kingdom of Children: Culture and Controversy in the Homeschooling Movement Stevens, M. L. Princeton University Press. 2001