When attempting to transform communities through social policy, it is imperative to not only understand what the social problem is, but also how and why it exists and persists. Trained sociologists have indispensable tools for this type of applied work. – Chantal Hailey
In my last blog post – Choosing Applied Sociology –I referred to a 2013 article in Inside Higher Ed in which Sociologist Roberta Spalter-Roth, from the American Sociological Association, comments that “In sociology, there is close to a perfect match between available jobs and new Ph.D.s”, if you take into account non-academic jobs (https://www.insidehighered.com/news/2013/08/06/sociology-job-market-continues-recover-steadily). She notes that while these “applied” jobs often pay more than university teaching positions, graduates rarely know about them and professors may even discourage their students from entering these professions.
Unfortunately, the majority of Sociology grad students view the tenure-track job market as their only career choice, but there are many Sociologists who have chosen to work in applied settings. The skills gleaned through a Sociology degree are applicable – or dare I say, “marketable” – in a whole host of other venues, including government, corporations, and all sizes of nonprofits, local, state and national. We are researchers, lobbyists, program managers, teachers/trainers, and more.
I decided to organize a panel on this topic at the annual meeting of Sociologists for Women in Society,held in Washington, DC. And on February, 2015, three distinguished Applied Sociologists from the DC area presented about why they chose this route of practice, what they do and for which populations, and how they incorporate sociological principles into their work, framed by a race, class, gender lens. In this post, one of the speakers, Chantal Hailey, talks about her draw to applied work, which she began as a Sociology student at Howard University. After a number of years doing Applied Sociology, Chantal is now a first year doctoral student at New York University.
Mindy: What interested you in doing applied work?
Chantal: Throughout out my childhood, I lived, attended summer camps and had friends and family who lived in low-income urban neighborhoods. I was able to see how low-quality schools, subpar housing, limited opportunities and violence shaped young peoples’ lives and limited their potential. I had a passion to transform these communities into places where all people could thrive. But on the other hand, I was a nerd. I enjoyed research, history, math and statistics.
During my internship at a research branch of a community development corporation, I discovered that providing statistical trends on health, education, and housing to nonprofits could help them inform how they served low-income communities. I also discovered that the voices of women and people of color were sometimes absent from these discussions. I knew that in order to get a seat at the table, as a black woman, I needed to have the highest credential possible. So I began my academic journey at Howard University (as an) undergraduate in the Sociology department, knowing that my ultimate goal was to complete a doctoral degree in Sociology.
Mindy: Did you know you were learning about Applied Sociology at that point?
Chantal: While I was at Howard, I didn’t know of any distinction between applied and “pure” sociology. I just completed papers on topics that were important to me–public housing, poverty, and education. Urban Institute (UI) kept popping up in my literature reviews and I applied for internship there after my junior year.
Mindy: What did you do when you were at Urban Institute?
Chantal: At Urban Institute (UI), I transformed from an intern to a Research Assistant to a Research Associate. UI’s research is a combination of researcher-generated projects and responses to RFPs (Requests for Proposals). Two of my projects exemplify the type of applied sociology I was able to undertake at UI. The first is the “Long Term Outcomes for Chicago Public Housing Families” project (LTO). LTO is a 10-year longitudinal study of families whose Chicago public housing was demolished or revitalized through the Plan for Transformation. We employed mixed methodology – family surveys; in-depth interviews with heads of household, young adults and children; and administrative data review.
We found that after relocation from distressed public housing developments, families generally lived in better quality housing in safer neighborhoods, but many adults struggled with physical illnesses and youth suffered the consequences of chronic neighborhood violence.
Mindy: What was your role there? What did you do?
Chantal: As a team member in this project, I assisted in developing the survey, helped lead data analysis, generated the young adult interview guides and conducted in-depth interviews with the young people in the study. I also co-led and lead-authored research briefs on housing and neighborhood quality and youth. A research brief is a 15-20 page synopsis of research findings. Unlike most journal articles, there is not a long literature review.
This short article allows us to disseminate the findings to wide audiences. In addition to the standard research brief, we also produced blogs, HUD online journal articles, and radio reports; and briefed the Chicago Housing Authority, Senate committee members, and the press. LTO used sociological methods to understand policy, but intentionally shared this knowledge with wider policy makers and practitioners.
Mindy: You say that trained Sociologists have “indispensable tools” for applied sociology. Can you elaborate on this a bit?
Chantal: Sociology can address a plethora of subject areas that often intersect (i.e. inequality, education, crime and violence, health, etc.), and it unveils the mechanisms behind social problems. A Sociology education trains researchers to look for the hidden transcripts among social groups and interactions, not just the most apparent narrative. It allows for simultaneous macro, meso, and micro analysis to understand multiple contributing factors. And it emphasizes the impact social context has on policies’ implementation and outcomes.
This was especially apparent in the LTO study. We understood that in addition to families’ relocation from public housing, a series of key factors – including proliferating national rates of housing foreclosure, increasing Chicago neighborhood violence, and rising income inequality – also shaped families’ experiences in South Side Chicago neighborhoods.
A Sociology education provides an array of methodological tools that can be tailored to best address research questions (i.e. interviews, focus groups, ethnography, quantitative analysis). It pairs theories of race, class, family structure, etc. to better understand social issues. These analytic and research skills allow us to partner with government, non-profit, and academic agencies to both advance sociological theory and offer practical solutions to social problems.
Mindy: Thank you! And can you provide another example of applied work you’ve done, where you’ve been able to bring your analytic and research skills to the fore?
Chantal: In D.C., I participated in a Community Based Participatory Grant funded by NIH entitled Promoting Adolescent Sexual Safety (PASS). UI, University of California San Diego, D.C. Housing Authority, and D.C. public housing residents collaborated in the PASS project.
This research team – along with a mix of individuals from different racial, class, and professional backgrounds – aimed to develop a program to increase sexual health and decrease sexual violence.
Mindy: How did you use what you were learning as a Sociology student/practitioner?
Chantal: Again, we used sociological methods to conduct this project, including an adult and youth survey, in-depth interviews with community members, participant observations, and focus groups.
Mindy: You said this project was participatory. Can you talk about who was involved? How was it participatory?
Chantal: Through the grant, we developed a community advisory board, a group of 15 residents who participated in creating the PASS program. The interactions between the community advisory board, community practitioners, and the researchers challenged the researchers to not only study educational, class, geographic and racial inequalities, but also to assess how our interactions dismantled or exacerbated power inequities.
Mindy: Earlier, when we spoke, you talked about what it was like to be an African-American researcher who also had a personal understanding of the experience of people you were researching. Can you talk a little about that?
Chantal: As an African American woman on the project with family who lived in D.C., I was personally challenged to both create distance as a researcher and closeness as a fellow black D.C. resident. I often found myself “code-switching” during community meetings, as I communicated with both my co-workers and the community members. Feeling a responsibility to and, often, sympathizing with the desires of the researchers and the residents, I also had to sometimes explain and mediate diverging understandings during conflicts. This closeness and distance dichotomy was also pertinent during data analysis. While my experiences allowed me to recognize and interpret focus group participants’ terminologies and cultural cues, I had to ensure that my sympathies with the community did not cloud my ability to see inconvenient truths.
Mindy: And how did you get what you learned out there to your target audiences?
Chantal: This research project, like most UI projects, focused on dissemination to wider audiences in palatable formats–a community data walk, research briefs, blogs and journal articles.
Mindy: Finally…now you’re a doctoral student at NYU and studying Sociology. How do you see yourself moving forward as a Sociologist? How will you incorporate what you’ve learned into your future practice? (or is that something you’re still figuring out!)
Chantal: As I continue in graduate school at NYU, I aim to crystalize my research identity and trajectory. I have methodological and policy research experience through the Urban Institute, and I am gaining theoretical expertise while completing my doctoral degree. I hope to incorporate these elements into my research and become a conduit between academia, policy makers, and urban communities to make inner city neighborhoods a place where all children can thrive. A mentor once advised me that graduate school is a journey where you begin in one place and end in another. I am tooled with amazing applied experiences and I’m excited to see how my graduate school journey directs my path.