The Gender Studies Research Fellowships are awarded annually to Rutgers–Camden faculty and graduate students to conduct gender studies research or creative projects over the academic year and present findings to the campus community. New research and projects that impact the campus community are preferred. Fellows receive $1,000 and present findings in the spring semester. 

Applications for Academic Year 2019-2020 are due April 1, 2019

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Gender Studies Research Fellows 2019-2020

Michelle Lyttle Storrod, Graduate Student, Childhood Studies
Digital Justice: Girls Reimagine Juvenile Justice through Phones & Social Media

Despite growing awareness that girls are the most frequent users of social media and the most rapidly criminalized and victimized from what its use, this activity is yet to be extensively considered by researchers. The nature of crimes and victimization experienced by girls may now be different to those previously studied, as it is possible that they are now digitally enhanced or enabled. This study will apply an intersectional feminist lens, using an ethnographic approach, which includes a series of focus groups, interviews and participant observation, to bring voice to the silence that exists regarding justice involved girls and their use of phones and social media. This lens is gender responsive and supports the empowerment of girls through a radical praxis that allows for transformative and healing spaces that are conducive to collective action. Combined with Bronfenbrenner’s Social Ecology Theory, girls’ experiences will be contextualized within their environments and the juvenile justice system. This study will provide an opportunity for dialogue between girls, practitioners and policy makers across Camden.

Samantha White, Graduate Student, Childhood Studies
Shaping the Body: African-American Girlhood and Health, 1919-1940.

This project examines health education for African-American girls during the interwar period (1919-1940). I analyze health as a site of transformation for adolescent black girls, particularly focusing on the aesthetics of health. Within the developing category of adolescence as well as a burgeoning youth culture, health education emerges as a site of guidance, surveillance, and transformation for girls. Through formal and informal education, advice manuals, and newspaper columns, my project analyzes the relationship between discourses of health and embodied African-American female adolescence.