Richard Blissett is an Assistant Professor of educational policy in the department of Lifelong Education, Administration, and Policy at the University of Georgia. He holds a PhD in Leadership and Policy Studies (with a minor in Quantitative Methods) from Peabody College at Vanderbilt University, as well as a Bachelor of Science in Bioinformatics and Computational Biology (with a minor in Computer Science) from the University of Maryland, Baltimore County. He received the Peabody Equity, Diversity, and Inclusion Leadership award and was a fellow in the Cal Turner Program for Moral Leadership in the Profession. At UGA, he has earned the institutional certificate in Diversity and Inclusion and is affiliated with both the Owen Institute for Behavioral Research and the Institute for Women’s Studies.



  •  Ph.D. in Education Leadership and Policy Studies, 2017
    Vanderbilt University
  •  B.S. in Bioinformatics and Computational Biology, 2011
    University of Maryland, Baltimore County


 706-389-0142‬ (office)

Research Summary

Richard Blissett is an assistant professor of education politics and policy in the Mary Frances Early College of Education, the principal investigator of the Democracy and Equity in Education Politics research group, and the principal coordinator for the Just Education Policy institute. Their research primarily focuses on attitudes and ideologies in the politics of educational equity and justice, as well as the spaces in which public ideologies translate into policy action. Work in this area has included research on democratic structures in education governance (particularly, school boards) as well as anti-racism activism and social movements in education. See his personal website for more details.


Selected Publications

Proving I’m right: Charter school policy and selective exposure to information
  • Blissett, R. S. L. (2020)
  • Educational Policy, 34(6), 894-917.
When students speak out: Understanding the motivations for I, Too, Am mobilization
  • Blissett, R. S. L., Baker, D. J., & Fields, B. C. (2020)
  • Teachers College Record, 122(3), 1-36.
Beyond the incident: Institutional predictors of student collective action
  • Baker, D. J., & Blissett, R. S. L. (2018)
  • Journal of Higher Education, 89(2), 184-207
Disentangling the personal agenda: Identity and school board members’ perceptions of problems and solutions
  • Blissett, R. S. L., & Alsbury, T. L. (2018)
  • Leadership and Policy in Schools, 17(4), 454-486