The Clayman Institute Graduate Dissertation Fellowship program

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The Clayman Institute Graduate Dissertation Fellowship program

Introducing the new 2012-2013 fellows and updated program

by Rita Martinez on Monday, June 18, 2012 - 12:30pm

The Clayman Institute is pleased to announce a change to our long-standing Graduation Dissertation Fellowship (GDF) program. In 2012-13, the Institute is offering a full year of funding to three Stanford doctoral students. “The GDF program has long been one of the most important programs offered at the Clayman Institute,” explains Andrea Rees Davies, Director of Programs and Research. “In the past, the fellowships offered partial or supplemental funding. Now fellows will have a full year of funding to write their dissertations and make new interdisciplinary connections for their research.”

The three fellows will have a truly interdisciplinary experience. Not only do they represent a diverse range of academic fields -- education, English, and sociology -- but they will also have an opportunity during one quarter to gain valuable teaching experience in Feminist Studies.

“We are proud to be expanding the GDF program to include full funding and greater involvement with the vibrant, daily life of the Institute,” adds Professor Shelley Correll, Director of the Institute. “The GDFs will have offices in Serra House, work with the Institute on Gender News and other projects and have the opportunity work more closely with other graduate dissertation fellows, faculty fellows and visitors to the Institute." As a former GDF herself, Correll has high hopes for the program. “I expect that this more intensive research and teaching fellowship will make our graduate fellows more competitive for faculty positions in gender and feminist studies.” 

“I expect that this more intensive research and teaching fellowship will make our graduate fellows more competitive for faculty positions in gender and feminist studies.” -- Shelley Correll, Director of Clayman Institute

"We appreciate the support of our Advisory Council to make this happen," adds Lori Mackenzie, Clayman Institute associate director. The Institute identified this expanded GDF program as a cornerstone of our programming. "When we shared our vision with the Council, one of our Advisors generously offered to make it possible next year."

The Clayman Institute’s Graduate Dissertation Fellowship program is well known for fostering the next generation of feminist scholars. Since its establishment in 1994, the Institute has had over 100 graduate fellows.  The majority of our former fellows are now working in academia, most of whom hold tenured or tenure track positions. Our former GDFs work in universities across the US, including Stanford, Spelman College, Barnard College, the University of Virginia, Mills College, and the University of California.

Without further ado, the Clayman Institute is proud to announce the winners of the 2012-2013 Graduate Dissertation Fellowship (GDF) award. 

Introducing the 2012-13 Graduate Dissertation Fellows

Guadelupe CarilloGuadalupe Carrillo

Guadalupe Carrillo is a PhD candidate in English at Stanford University who specializes in US Ethnic literature and women of color feminism. Her research examines how the cultural and literary analysis of feelings can provide a social critique of race, class and gender in the 21st century. She is currently writing her dissertation, entitled "Immigrant Heartbreak in the Contemporary US Novel,” where she brings together feminist theory and comparative race and ethnic studies to analyze the aesthetic characterization and political meanings of immigrant sorrow as depicted by a new wave of immigrant writers of color in the US. Carrillo demonstrates how writers such as Junot Díaz, Karen Tei Yamashita, Salvador Plascencia, Teju Cole and Gary Shteyngart depart from a sentimental portrayal of immigrants by depicting their sorrow as a "heartbreak," which signifies a rupture in feeling that leads to cultural change rather than despair. Carrillo argues that the failed heterosexual love stories and heartbreaks represented in these US immigrant narratives points to an ideological shift in how we currently imagine American identity and gender equality in multicultural communities in the US. Overall, her dissertation illuminates a process of social transformation that takes place at the everyday, emotional level and the role that narrative form plays in re-mediating old feelings into new ones.

Sara Jordan-BlochSara Jordan-Bloch

Sara Jordan-Bloch is a PhD candidate in the Sociology Department. Her research examines the effects teachers have on their students and the role adolescents’ self-concept play in their functioning in school. While a steady body of literature has shown that teachers play an important role in their students’ education, the ways in which they are important is still largely unknown. In her dissertation research, Jordan-Bloch approaches the question of how teachers influence students’ outcomes in school from a unique perspective. Rather than focusing on teachers’ characteristics or students’ understanding of teachers’ qualities, the concept of mattering is used to examine how students’ perceptions that they are of consequence – that they are noticed, important, and/or needed – to their teachers are related to their functioning in school. She examines when and how perceptions of mattering to teachers are instilled in students and how these perceptions and their effects vary by students’ gender. Jordan-Bloch employs a mixed-method approach to examine new evidence from ninth graders at two large public high schools, consisting of longitudinal survey data, observational data, and in-depth interview data.

Garnett Russell

Garnett Russell

Garnett Russell is a doctoral candidate in the International and Comparative Education at Stanford University. Her research focuses on post-conflict education, human rights education, and gender and conflict both at the cross-national and national levels. Her dissertation investigates the role of education policy in promoting reconciliation and civic identity at the school level in Rwanda in the post-genocide period. She combines quantitative data from surveys with qualitative data from interviews, classroom observations, and content analysis of textbooks and education policy documents to investigate the discourse surrounding human rights, reconciliation, and gender equality at the national and school level. Her research illuminates the vital role of curriculum and education policy for nation-building, engendering a new civic identity, and for the facilitation of conflict resolution and peace-building in a post-conflict milieu.