Dr. Sebastián Mazzuca has worked as a professor at Harvard University, Johns Hopkins University, and the Universidad Nacional de San Martín in Argentina.

His teaching and research work focuses on the political and economic development of Latin America, particularly on four main issues that affect the quality of life of citizens in the region: flawed democracies, stagnant economic growth, high rates of social inequality, and fragile states, as evidenced by high levels of violence, among other factors.

His work has been published by the American Political Science Review, American Journal of Political Science, Comparative Politics, Hispanic American Historical Review, The Oxford Handbook of Political Science, Política y Gobierno (Mexico), and Revista de Ciencia Política (Chile), among many others. His book Latecomer State Formation (Yale University Press, 2021) was featured in The Economist and several newspapers across Latin America.

Sebastían Mazzuca co-authored the article “Political Conflict and Power Sharing in the Origins of Modern Colombia” with Nobel Prize-winning economist James A. Robinson.

Mazzuca has earned multiple awards, such as the Best Article Award from the American Political Science Association in 2015 and the Teaching Excellence Award from Harvard University in 2010 and 2012. He has been a Fellow of the Harvard Academy for International and Area Studies since 2007.

Sebastián Mazzuca joined Tecnológico de Monterrey as a Distinguished Professor in Political Economy for the School of Social Sciences and Government and for the School of Government and Public Transformation.

• Ph.D., Political Science, University of California, Berkeley
• M.A., Economics, University of California, Berkeley
• B.A., Political Science, Universidad de Buenos Aires (summa cum laude)

• Dal Bó, E., Hernández-Lagos, P., & Mazzuca, S. (2022). The Paradox of Civilization: Preinstitutional Sources of Security and Prosperity. American Political Science Review, 116(1), 213–230.
•  Mazzuca, S. (2022). Nineteenth-century state formation and long-term economic performance in Latin America. In D. Collier & G. Munck (Eds.), Critical junctures and historical legacies: Insights and methods for comparative social science, Rowman & Littlefield Publishers, 209-222.
• Mazzuca, S. L., & Munck, G. L. (2021). A Middle-Quality Institutional Trap: Democracy and State Capacity in Latin America. Cambridge: Cambridge University Press.
• Mazzuca, S. (2021). Latecomer state formation: Political geography and capacity failure in Latin America. Yale University Press.
• Mazzuca, S. (2017). States, regimes, and other structures of rule. APSA Comparative Democratization Newsletter, 15(1), 6–31.

More information

Dr. Sebastián Mazzuca has worked as a professor at Harvard University, Johns Hopkins University, and the Universidad Nacional de San Martín in Argentina.

His teaching and research work focuses on the political and economic development of Latin America, particularly on four main issues that affect the quality of life of citizens in the region: flawed democracies, stagnant economic growth, high rates of social inequality, and fragile states, as evidenced by high levels of violence, among other factors.

His work has been published by the American Political Science Review, American Journal of Political Science, Comparative Politics, Hispanic American Historical Review, The Oxford Handbook of Political Science, Política y Gobierno (Mexico), and Revista de Ciencia Política (Chile), among many others. His book Latecomer State Formation (Yale University Press, 2021) was featured in The Economist and several newspapers across Latin America.

Sebastían Mazzuca co-authored the article “Political Conflict and Power Sharing in the Origins of Modern Colombia” with Nobel Prize-winning economist James A. Robinson.

Mazzuca has earned multiple awards, such as the Best Article Award from the American Political Science Association in 2015 and the Teaching Excellence Award from Harvard University in 2010 and 2012. He has been a Fellow of the Harvard Academy for International and Area Studies since 2007.

Sebastián Mazzuca joined Tecnológico de Monterrey as a Distinguished Professor in Political Economy for the School of Social Sciences and Government and for the School of Government and Public Transformation.

• Ph.D., Political Science, University of California, Berkeley
• M.A., Economics, University of California, Berkeley
• B.A., Political Science, Universidad de Buenos Aires (summa cum laude)

• Dal Bó, E., Hernández-Lagos, P., & Mazzuca, S. (2022). The Paradox of Civilization: Preinstitutional Sources of Security and Prosperity. American Political Science Review, 116(1), 213–230.
•  Mazzuca, S. (2022). Nineteenth-century state formation and long-term economic performance in Latin America. In D. Collier & G. Munck (Eds.), Critical junctures and historical legacies: Insights and methods for comparative social science, Rowman & Littlefield Publishers, 209-222.
• Mazzuca, S. L., & Munck, G. L. (2021). A Middle-Quality Institutional Trap: Democracy and State Capacity in Latin America. Cambridge: Cambridge University Press.
• Mazzuca, S. (2021). Latecomer state formation: Political geography and capacity failure in Latin America. Yale University Press.
• Mazzuca, S. (2017). States, regimes, and other structures of rule. APSA Comparative Democratization Newsletter, 15(1), 6–31.

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Dr. Claudia Uribe is a distinguished education analyst with experience in international education policy development. Her work and research have focused on the intersection of education, equity, and social development, emphasizing improving access to quality education in underserved communities.

Earlier in her career, she was a lead education specialist at the Inter-American Development Bank (IDB) for over 12 years (2003-2015), where she was responsible for leading, designing, and implementing education projects and programs across Latin America, conducting research and analysis to improve educational outcomes, and continuously engaging in policy dialogue with authorities and stakeholders to promote better education policies. She was based in Mexico from 2008 to 2014 and Jamaica from 2014 to 2015. Before joining IDB, she served as the director general of school organization at the National Ministry of Education in Colombia and was also co-director of the Center for the Support of Women and Families in Colombia.

From 2018 to 2024, she served as UNESCO Director of the Regional Office for Education in Latin America and the Caribbean (OREALC in Spanish), and the representative in Chile. In these roles, she led initiatives to advance the UN Sustainable Development agenda in Latin America, particularly SDG4, to promote quality and equitable education and lifelong learning in the region.

She has collaborated with organizations like the World Bank and UNICEF, and various governments and institutions globally, most recently with Mexico’s National Institute for the Evaluation of Education (INEE).

Claudia Uribe joined Tecnológico de Monterrey as Distinguished Professor in Education for the School of Humanities and Education.

• Doctorate in Education (Ed.D.), Administration, Planning and Social Policy, Harvard Graduate School of Education
• Master in Education (Ed.M.), Human Development, Harvard Graduate School of Education
• B.A., Anthropology, Tulane University
   

• Uribe, C., Murnane, R. J., & Willett, J. B. (2003). Why do students learn more in some classrooms than in others? Evidence from Bogotá. Harvard Graduate School of Education.
• Uribe, C., Murnane, R. J., Willett, J. B., & Somers, M. (2006). Expanding School Enrollment by Subsidizing Private Schools: Lessons from Bogotá. Comparative Education Review, 50(2), 241–277. https://doi.org/10.1086/500695
• Uribe, C. (2000). Políticas e incentivos que contribuyen al mejoramiento del desempeño y motivación docente. In J. C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las Américas. Harvard Institute for International Development, BID, USAID.
   

Dr. Claudia Uribe is a distinguished education analyst with experience in international education policy development. Her work and research have focused on the intersection of education, equity, and social development, emphasizing improving access to quality education in underserved communities.

Earlier in her career, she was a lead education specialist at the Inter-American Development Bank (IDB) for over 12 years (2003-2015), where she was responsible for leading, designing, and implementing education projects and programs across Latin America, conducting research and analysis to improve educational outcomes, and continuously engaging in policy dialogue with authorities and stakeholders to promote better education policies. She was based in Mexico from 2008 to 2014 and Jamaica from 2014 to 2015. Before joining IDB, she served as the director general of school organization at the National Ministry of Education in Colombia and was also co-director of the Center for the Support of Women and Families in Colombia.

From 2018 to 2024, she served as UNESCO Director of the Regional Office for Education in Latin America and the Caribbean (OREALC in Spanish), and the representative in Chile. In these roles, she led initiatives to advance the UN Sustainable Development agenda in Latin America, particularly SDG4, to promote quality and equitable education and lifelong learning in the region.

She has collaborated with organizations like the World Bank and UNICEF, and various governments and institutions globally, most recently with Mexico’s National Institute for the Evaluation of Education (INEE).

Claudia Uribe joined Tecnológico de Monterrey as Distinguished Professor in Education for the School of Humanities and Education.

• Doctorate in Education (Ed.D.), Administration, Planning and Social Policy, Harvard Graduate School of Education
• Master in Education (Ed.M.), Human Development, Harvard Graduate School of Education
• B.A., Anthropology, Tulane University
   

• Uribe, C., Murnane, R. J., & Willett, J. B. (2003). Why do students learn more in some classrooms than in others? Evidence from Bogotá. Harvard Graduate School of Education.
• Uribe, C., Murnane, R. J., Willett, J. B., & Somers, M. (2006). Expanding School Enrollment by Subsidizing Private Schools: Lessons from Bogotá. Comparative Education Review, 50(2), 241–277. https://doi.org/10.1086/500695
• Uribe, C. (2000). Políticas e incentivos que contribuyen al mejoramiento del desempeño y motivación docente. In J. C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las Américas. Harvard Institute for International Development, BID, USAID.