Ph.D. in urban schooling, University of California, Los Angeles
M.Ed. in education policy and management, Harvard University
M.A.T. in secondary social studies, Johns Hopkins University
B.A. in history/sociology, University of Virginia
Race, stratification and inequality in American schools; the social, economic, legal and political contexts surrounding metropolitan schools; regional, district and school-level policies to promote diversity and reduce segregation; the relationship between school and housing segregation
Received the VCU School of Education Distinguished Junior Faculty Award in 2015
Received the VCU Presidential Research Quest Fund Grant Award for 2014-15
Siegel-Hawley, G. (2014). Race, choice and Richmond schools: New opportunities and challenges for diversity in urban districts. The Urban Review, 46(5).
Siegel-Hawley, G. (2013). Educational gerrymandering? Race and attendance boundaries in a racially changing suburb. Harvard Educational Review, 83(4).
Siegel-Hawley, G. (forthcoming, spring 2016). When the fences come down: Twenty-first century lessons from metropolitan school desegregation. Chapel Hill, NC: UNC Press.
Dr. Genevieve Siegel-Hawley’s research focuses on examining school segregation and resegregation in U.S. metropolitan areas, along with strategies for promoting inclusive school communities and policy options for a truly integrated society. She teaches courses examining how — and why — equal educational opportunity is distributed so unequally across urban, suburban and exurban districts.
Siegel-Hawley’s current projects include a book manuscript on the multi-faceted benefits of city-suburban school desegregation and, with colleagues, a mixed-methods examination of the merger and demerger of the Memphis City and Shelby County school districts in Tennessee.
Siegel-Hawley works with the UCLA Civil Rights Project as a research affiliate. She is a Richmond native and a proud graduate of Richmond Public Schools. Siegel-Hawley taught high school history in Baltimore City Public Schools for two years before returning home to spend two more years teaching at John Marshall High School.