Dr. Chantal Hailey (University of Texas at Austin) will give a presentation as part of the IES-PIRT proseminar series.

Math and reading scores are in a decade-long slump. We asked three dozen experts: What could turn things around?

On this episode of Dimensions of Diversity, Lloyd Freeman is joined by Dr. Chantal Hailey, an assistant professor in the Department of Sociology at the University of Texas at Austin and a National Aca...

Nearly half of Black parents have access to public school choice, but choice may not provide equitable and supportive school environments. Qualitative research documents Black parents worries that maj...

How school choice reproduces inequality by creating gendered and socioeconomic decision-making labor for parents

In this article, Linn Posey-Maddox, Maxine McKinney de Royston, Alea R. Holman, Raquel M. Rall, and Rachel A. Johnson examine Black parents’ educational decision-making in the racial and educational c...

Nearly half of Black parents have access to public school choice, but choice may not provide equitable and supportive school environments. Qualitative research documents Black parents worries that majority-White schools with more resources and higher test scores may over-discipline, underestimate, and exclude their children. Yet large-scale studies rarely examine what Black families desire in potential schools, including how they navigate potential tradeoffs between high school quality and denigrating school racial climates. This survey experiment examines the extent to which test score gaps and suspension gaps between Black students and their non-Black peers deter Black parents from choosing schools with higher overall test scores and lower overall suspension rates. We randomly assign a large, national sample of Black parents (N = 1,677) to examine a school profile vignette where the school has overall high academic achievement and low suspensions rates but includes either one, both, or neither academic and discipline gaps to assess how test score and suspension disparities affect Black parents’ school preferences and perceptions. We find that racial disparities in student discipline and academic outcomes, on average, diminish Black families’ desires to enroll in high-achievement schools and their perceptions of student belonging. These findings align with qualitative research showing that well-resourced, high-achieving schools are less appealing to Black families when they marginalize Black students and that schools’ unequal punishment of Black students shapes Black parents’ evaluations of potential educational spaces.

Nearly half of Black parents have access to public school choice, but choice may not provide equitable and supportive school environments. Qualitative research documents Black parents worries that majority-White schools with more resources and higher test scores may over-discipline, underestimate, and exclude their children. Yet large-scale studies rarely examine what Black families desire in potential schools, including how they navigate potential tradeoffs between high school quality and denigrating school racial climates. This survey experiment examines the extent to which test score gaps and suspension gaps between Black students and their non-Black peers deter Black parents from choosing schools with higher overall test scores and lower overall suspension rates. We randomly assign a large, national sample of Black parents (N = 1,677) to examine a school profile vignette where the school has overall high academic achievement and low suspensions rates but includes either one, both, or neither academic and discipline gaps to assess how test score and suspension disparities affect Black parents’ school preferences and perceptions. We find that racial disparities in student discipline and academic outcomes, on average, diminish Black families’ desires to enroll in high-achievement schools and their perceptions of student belonging. These findings align with qualitative research showing that well-resourced, high-achieving schools are less appealing to Black families when they marginalize Black students and that schools’ unequal punishment of Black students shapes Black parents’ evaluations of potential educational spaces.

Racial suspensions gaps grew from 2010 to 2018, especially in white neighborhoods and rural areas with shifting Black populations.

Affected departments include those that focus on African and African Diaspora Studies, Mexican American Studies, Women and Gender Studies and American Studies.

Latine college students in the United States face increasing isolation in universities designated as Hispanic-Serving Institutions (HSIs). We contend that this ...

Some HBCU advocates say their colleges are more deserving of the money than other minority-serving institutions. Others have more mixed feelings.

Columbia graduate had been held for over three months over his activism against Israel’s war in Gaza