About

Jocelyn Sage Mitchell is assistant professor in residence at Northwestern University in Qatar, teaching comparative and American politics and interdisciplinary courses. She is also an affiliated faculty member of Northwestern University's Middle East and North African Studies Program in the Weinberg College of Arts & Sciences. Mitchell holds a BA in political science and Middle Eastern studies from Brown University and an MA and a PhD in government from Georgetown University.

Mitchell’s work focuses on oil and politics, state-society relations, and political tolerance in authoritarian contexts. Her current research project challenges common assumptions of the place of money and the nature of politics in resource-rich (“rentier”) authoritarian societies, using Qatar as her primary case study. Most of the research on domestic politics in these oil states is that there is very little domestic politics: the state distributes resource wealth to its citizens, and its citizens, in return, give the state autonomy to pursue its preferred policies. In other words, oil wealth distribution buys citizen silence and political stability. Over the course of her research, spanning multiple interdisciplinary grants (2012–2013, 2014–2015, and 2016–2019) and four nationally representative surveys (n=3,955), Mitchell comes to a different conclusion. Despite the state holding considerable political and financial power over its citizens, Qatari society has both voice with regard to the domestic policy agenda and influence on it. Further, the state of Qatar does not achieve its domestic policies in isolation from society, but rather it interacts with society to transform the country in the way it wants. Mitchell has a series of peer-reviewed publications based on this research, including in Political Research Quarterly and the International Journal of Public Opinion Research, and she is in the final stages of her book manuscript. 

Mitchell prioritizes the inclusion of students in all of her grant projects, building undergraduate RA positions into her grant proposals, mentoring and training them in research skills, and tapping into their expertise. She also works one-on-one with her student researchers to disseminate their ideas. Under her guidance, her undergraduate researchers have presented their work at the Middle East Studies Association, published their papers in Northwestern University’s undergraduate research journal, received summer research grants, and presented award-winning posters. Outside of the classroom, she mentors and advises students to graduation and beyond: Mitchell’s students have gone on to MA and PhD programs at institutions such as London School of Economics and Political Science, Columbia University, Georgetown University, and the University of Cambridge.

Mitchell is committed to pedagogical innovation, through service work, class development, and journal publications, including in the Journal of Political Science Education and the Journal of General Education. She teaches innovative and rigorous courses, all of which contain research methods components and teaching techniques that accommodate different learning styles and first-generation college entrants with a home language other than English. Her syllabi and classroom are structured to prepare students to apply their skills and knowledge to complex, real-world problems, by focusing on authentic assessments, collaborative learning, and critical thinking. She consistently receives strong quantitative and qualitative student evaluations. 

Mitchell regularly presents her research and organizes panels at the annual meetings of the American Political Science Association and the Middle East Studies Association, as well as local and regional conferences and workshops. She also communicates her work to general audiences and non-specialists, including through published work in the Washington Post and repeat appearances on the Al Jazeera English television network and on London’s Monocle Radio. Mitchell meets regularly with the US Embassy in Qatar’s political and economic team to discuss Qatari politics and society.

Teaching

INTRODUCTORY

American Government and Politics
This course provides an introduction to American politics and government. We explore the US constitution, the three branches of government, the news media, public opinion and political participation, and campaigns and elections. We follow the American elections with interactive blogs, and end with a comparative and critical perspective on US democracy. An introduction to American politics is essential for students to understand American influence and capacity on foreign policies and current events.

Debates in Comparative Politics
Comparative politics is the study of domestic politics around the world in a systematic and comparative way, in order to answer consequential questions: What are the politics and how do they work in this place? What is this “a case of,” and why? How do politics in this place relate to other cases and larger theories? Can we discover larger lessons on the nature of political behavior that transcend the boundaries of space and time? We will explore these questions with an in-depth look at regime type, political transitions and revolutions, and state-society relations. By becoming familiar with political science theories, methods, and literature, this class provides a solid foundation for students to delve deeper into the big political questions and events that are of particular interest to them.

Gulf Society and Politics
This class investigates important themes of contemporary Gulf society and politics: the impact of oil wealth on social and political development, and changing notions of citizenship, gender roles, and social choices in the Gulf. Political readings are combined with literature and film from the Gulf region. Students should end the class with a better understanding of the rapid development and transformation of Gulf society and politics, and the challenges still facing the region.

Ways of Knowing: Climate Change [interdisciplinary]
What do we know? How do we know it? What is the best way of gathering data to learn what we do not currently know? How do we process our current knowledge and use it as a basis for action? These epistemological questions are addressed differently by different disciplines or academic groups trained to investigate problems following certain, agreed-upon rules of analysis. The theme of climate change, a topic of particular importance to students and the world at large, functions as a concrete mental hook for the students to better understand diverse epistemologies and methodologies: how different disciplines address these questions in different ways. Each professor introduces methods and protocols from his/her discipline to discuss different ways of knowing. By weaving together lectures, discussions, and assignments, the course also underscores the interconnectedness of our disciplines and the value of an interdisciplinary approach to understanding and solving the complex problems of our times.

ADVANCED

Inequality in America
This course provides an in-depth look at inequality in America, in which some individuals and groups “get what, when, and how” (Lasswell 1936) more than others. The class contrasts the promise of equality with the reality of inequality in American democracy today. Students examine the social construction of difference (such as race, class, and gender) and understand their effects on public policies and access to social, economic, and political systems of power. Specific issues, such as income and wealth, education, housing, employment, immigration, criminal justice, and health, are explored through a comparative and critical perspective, and the prospects of social change are assessed. Although the primary focus is on America, relevant comparisons to Qatar and the Gulf are introduced to investigate how these concepts travel across contexts and raise awareness of global forms of inequality.

Politics of Legitimacy
The protests and revolutions throughout the Arab world, beginning in December 2010, bring attention to the importance of legitimacy for the long-term stability of political regimes. This class goes beyond economic rentier explanations to look at the politics of legitimacy and its effects on government capacity and stability. We compare Qatar with its regional neighbors to explore the extent to which these countries have been able to maintain their legitimacy despite the unrest of the Arab Spring. Students should end the class with a better understanding of the importance of political legitimacy to state stability in the post–Arab Spring world, even in oil-rich states.

Public Opinion
This course increases students’ understanding of how to critically interact with survey polls and data in order to measure and analyze public opinion. The class begins with general political science approaches to measuring and analyzing public opinion, and then focuses on recent public opinion and survey research on the Arab Middle East. Thus, this course enhances students' skills of interpreting survey data in a meaningful and accurate way, as well as provides critical knowledge of recent public opinion. Students should leave this class with higher statistical literacy, a better understanding of how to analyze and interpret survey data, and a greater knowledge of public opinion in the Arab Middle East.

Research

  • Oil and politics
  • Authoritarianism
  • State-society relations
  • Political tolerance
  • Public opinion

Grants

2018–2020. Lead Primary Investigator, “Hashtag Blockade: Exploring the Digital Landscape of the Gulf Crisis.” Qatar National Research Fund, Undergraduate Research Experience Program (UREP) 22-067-5-021. US$30,000. 

2016–2019. Primary Investigator, “National Museums and the Public Imagination: A Longitudinal Study of the National Museum of Qatar.” Dr. Karen Exell (LPI), University College London–Qatar. Qatar National Research Fund, National Priorities Research Program (NPRP) 8-389-5-051. US$800,521.

2014–2015. Lead Primary Investigator, “Qatari Women: Engagement and Empowerment.” Qatar National Research Fund, Undergraduate Research Experience Program (UREP) 15-035-5-013. US$150,000.

2012–2013. Lead Primary Investigator, “Qatar and the World Values Survey: Ensuring Conceptual Validity and Cross-Cultural Comparability.” Qatar National Research Fund, Undergraduate Research Experience Program (UREP) 12-016-5-007. US$99,836.

2012. Research Grant, Georgetown University School of Foreign Service in Qatar. SP0023425. US$20,000.

Awards

Finalist, 8th Annual UREP Competition, for best UREP grant concluded in 2015, for the QNRF UREP grant, “Qatari Women: Engagement and Empowerment,” Qatar Foundation Annual Research Conference, Doha, Qatar, March 21–23, 2016. Top 6 out of 66 UREP projects overall.

Doha International Family Institute (DIFI), “Best Paper Award,” May 2015, for the paper, “In Majalis Al-Hareem: The Complex Professional and Personal Choices of Qatari Women,” presented at the DIFI Annual Conference on Family Research and Policy: The Arab Family in an Age of Transition: Challenges and Resilience, in the Role of State Policies on Family Formation and Stability pillar.

Qatar Foundation, Research and Development, “1st Prize Research Excellence Award,” November 2014, for the poster presentation, “Majalis Al-Hareem in Qatar: Sites of Social and Political Engagement,” presented at the Qatar Foundation Annual Research Conference 2014 in the Social Sciences, Arts and Humanities pillar.

Northwestern University in Qatar “Unity Award,” May 2014, for the QNRF UREP grant, “Qatari Women: Engagement and Empowerment.”

Selected Publications

Mitchell, J. S. (2019) “Virtual Integration in U.S. Senate Campaigns: An Active Learning Tool for Teaching American Government.” Journal of Political Science Education 15 (2): 206–217.

Mitchell, J. S., and Allagui, I. (2019) “Car Decals, Civic Rituals, and Changing Conceptions of Nationalism.” International Journal of Communication 13: 1368–1388.

Mitchell, J. S., and Gengler, J. J. (2019) “What Money Can’t Buy: Wealth, Inequality, and Economic Satisfaction in the Rentier State.” Political Research Quarterly 72 (1): 75–89.

Mitchell, J. S., and Curtis, S. (2018) “Old Media, New Narratives: Repurposing Inconvenient Artifacts for the National Museum of Qatar.” Journal of Arabian Studies 8 (2): 208–241.

Mitchell, J. S. (2018) “The Domestic Policy Opportunities of an International Blockade.” In Miller, R. (Ed.), The Gulf Crisis: The View from Qatar, 58–68. Doha: Hamad bin Khalifa University Press.

Gengler, J. J., and Mitchell, J. S. (2018) “A Hard Test of Individual Heterogeneity in Response Scale Usage: Evidence from Qatar.” International Journal of Public Opinion Research 30 (1): 102–124.

Mitchell, J. S. (2017) “Why did Qatar just change its residency laws? ” Washington Post. August 9.

Mitchell, J. S. (2016)." We’re All Qataris Here: The Nation-Building Narrative of the National Museum of Qatar." In Erskine-Loftus, P., Al-Mulla, M., and Hightower, V. (Eds.), Representing the Nation: Heritage, Museums, National Narratives, and Identity in the Arab Gulf States, 59–72. Oxford, UK: Routledge.

Mitchell, J. S., and Pal, L. A. (2016). "Policy Making in Qatar: The Macro-Policy Framework." In Tok, M. E., Al-Khater, L., and Pal, L. A. (Eds.), Policy Making in a Transformative State: The Case of Qatar, 65–96. London: Palgrave Macmillan.

Mitchell, J. S., Foley, S., Moritz, J., and Carvalho Pinto, V. (2016) “Space: Female Space: Arabian Peninsula.” In Joseph, S. (Ed.), Encylopedia of Women & Islamic Cultures, Supplement 14.

Mitchell, J. S., Paschyn, C., Mir, S., Pike, K., and Kane, T. (2015) "In majaalis al-hareem: The complex professional and personal choices of Qatari women." DIFI Family Research and Proceedings 4.

Mitchell, J. S. (2014). "Beyond Bricks and Mortar: Creating Knowledge through Student-Faculty Partnerships." Journal of General Education 63 (2–3): 73–93.

Mitchell, J. S. (2013). “Beyond Allocation: The Politics of Legitimacy in Qatar.” Ph.D. diss., Georgetown University.