Publications

Peer Reviewed Journal Articles 

Hailey, Chantal A. “Racial Preferences for Schools: Evidence from a Survey Experiment with White, Black, Latinx, and Asian Parents and Students” Accepted at Sociology of Education 

Paper Available Upon Request

Most U.S. students attend racially segregated schools. To understand this pattern, I employ a survey experiment with NYC families actively choosing schools and investigate whether they express racialized school preferences. I find school racial composition heterogeneously affects White, Black, Latinx, and Asian parents’ and students’ willingness to attend schools. Independent of characteristics potentially correlated with race, White and Asian families preferred White schools over Black and Latinx schools; Latinx families preferred Latinx schools over Black schools; and Black families preferred Black schools over White schools. Results, importantly, demonstrate that racial composition has larger effects on White and Latinx parents’ preferences compared to White and Latinx students and smaller effects on Black parents compared to Black students. To ensure results were not an artifact of experimental conditions, I validate findings using administrative data on NYC families’ actual school choices in 2013. Both analyses establish that families express heterogenous racialized school preferences.

Hailey, Chantal A. “Racialized Perceptions of Anticipated School Belonging” Accepted for Invited Special Issue at Educational Policy 

Paper Available Upon Request

Families indicate that fit and safety are priorities in school selections. It is not clear, however, whether school racial composition shapes families’ perceptions of anticipated school belonging. Using a survey experiment with students and parents actively choosing NYC schools, I find that families expressed racialized judgments of belonging. Among schools that were otherwise similar, respondents anticipated belonging most in schools with the highest proportion of their racial group and least belongingness in schools with the lowest portions of their ingroup. Families’ race-based assessments of school quality could be a key mechanism to explain racial segregation in school choice programs.

Sattin-Bajaj, Carolyn, Jennifer Jennings, Sean Patrick Corcoran, Elizabeth Christine Baker-Smith, Chantal A. Hailey. 2018. “Surviving at the Street-Level: How Counselors’ Implementation of School Choice Policy Shapes Students’ High School Destinations.” Sociology of Education 91(1): 46–71.

Popkin, Susan, Janine Zweig, Nan Astone, Reed Jordan, Chantal A. Hailey, Leah Gordon, and Jay Silverman. 2016. “Coercive Sexual Environments: Exploring the Linkages to Mental Health in Public Housing.” Cityscape: A Journal of Policy Development and Research 18(1): 163-182

Popkin, Susan, Chantal A. Hailey, Janine Zweig, Nan Astone, Reed Jordan, Leah Gordon, and Jay Silverman. 2016. “Coercive Sexual Environments: Development and Validation of a Scale.” Journal of Interpersonal Violence: 1-23.

Research Reports and Book Reviews 

Hailey, Chantal A. 2018. “Book Review of Live and Let Live: Diversity, Conflict, and Community in an Integrated Neighborhood by Evelyn M. Perry.” City & Community 17:529-531.

 The Urban Institute and MDRC. 2015. “Choice Neighborhoods: Baseline Conditions and Early Progress.” U.S. Department of Housing and Urban Development: Washington, DC.

Hailey, Chantal and Priya Saxena. 2014. “HOST —Helping Families, Building Community.” Washington, DC.: Urban Institute.

The Urban Institute. 2013. “Developing Choice Neighborhoods: An Early Look at Implementation in Five Sites.” U.S. Department of Housing and Urban Development: Washington, DC.

Popkin, Susan J., Megan Gallagher, Chantal Hailey, Elizabeth Davies, Larry Buron and Christopher Hayes. 2013. “CHA Residents and the Plan for Transformation.” Washington, DC.: Urban Institute

Buron, Larry, Christopher Hayes and Chantal Hailey. 2013. “An Improved Living Environment, but…” Washington, DC.: Urban Institute

Hailey, Chantal and Megan Gallagher. 2013. “Chronic Violence: Beyond the Developments.” Washington, DC.: Urban Institute

Popkin, Susan J., Jennifer Comey, Molly M. Scott, Elsa Falkenburger, Chantal Hailey and Amanda Mireles. 2012. “DC Promise Neighborhood Initiative: Needs Assessment and Segmentation Analysis. Washington, DC.: Urban Institute

Hailey, Chantal. 2011. “Influences on School Choice for Relocated HOPE VI Residents” Howard University College of Arts and Science Senior Theses.

Winner, Howard University College of Arts and Science Top Social Science Senior Thesis

Hailey, Chantal. 2010. Education of Children Relocated Through HOPE VI: Madden/Wells.” Urban Institute Academy, Class of 2010 – No. 1. Washington, DC.: Urban Institute

Hailey, Chantal. 2009. “HOPE VI: The Contribution of Community and Supportive Service Program to Residents’ Self-Sufficiency at East Capitol Dwellings.” Howard Ronald E. McNair Post Baccalaureate Achievement Scholar Journal.

Research Blogs and Magazines

Hailey, Chantal. 2013. “Helping families thrive: Lessons from Chicago’s public housing transformation.” Urban Wire, June 13, 2013.

Hailey, Chantal. 2013. Lessons from Chicago’s Public Housing Transformation. U.S. Department of Housing and Urban Development PD&R Edge: An Online Magazine.

Hailey, Chantal. 2013. “The Devastating Impact of Persistent Crime on Teens.” CityLab, March 14, 2013.