The Women and Gender Studies Graduate Research Award is given annually to a graduate student pursuing the women and gender studies certificate. The Award is meant to recognize excellence in graduate research and to support future scholarship in issues of women and gender. Recipients are expected to give a brief presentation on their research at a Women and Gender Studies event later that academic year.
Eligibility: Graduate students from Texas Christian University or Brite Divinity School currently pursuing the Women and Gender Studies Certificate are eligible to apply.
Calls for applications are sent out in the Fall semesters. Applicants will submit the following:
Cover letter, outlining scholarly achievements (GPA; publications; professional presentations; and departmental, university, or professional awards, for example) and academic/career goals
- One-page narrative of your current research, including how you plan to use the award (i.e., to support travel to conduct research or present findings at a conference)
- Application form, including signatures of your director of graduate studies and department or program chair, indicating your good standing in the program
- Curriculum Vitae
Criteria and Judging: Applications will be evaluated by the WGST Awards Committee. The award will be granted based on the excellence of the student’s academic record, clarity of future goals, and the merit of the proposed research.
2016: Angela Moore
I have felt supported by the community in the Women and Gender Studies program throughout my time at TCU. Thank you all for the honor of this award and for giving me the opportunity to talk about Hallie Flanagan!
As part of the fulfillment of the award Angela presented her work at the Graduate Student Research Symposium. Her workshop focused on using theater in the classroom as an interdisciplinary approach to decreasing violence. Please see the abstract below for further information.
Abstract: In a recent collection titled Woman and Rhetoric Between the Wars, Ann George, Elizabeth Weiser and Janet Zepernick argue that women in the 1930s “demonstrated a range of rhetorical practices and reflections that equal the New Rhetoric in technical sophistication,”—unfortunately much of their work remains unknown. Hallie Flanagan, the director of the Federal Theater Project (1935-1938) is one such woman whose theories, once recovered, stand to greatly benefit the history and theory of rhetoric but whose rhetorical insights have yet to be recovered.Flanagan argues that a federal theatrical infrastructure, especially an uncensored, multi-vocal one, could act as simultaneously as an illustration of democracy, a force that will education citizens of democracy, and a force that will protect democracy from threats (presumably such as fascism, given the time Flanagan was an active public figure) by providing a “brilliant means of communication.” As such, this project attempts to recover Flanagan’s rhetorical theories about how theater could help to facilitate (reflect, educate for, and protect) democratic deliberation and communication. To do so, I look to Flanagan’s published works, as well as her archives, and then attempt to position some of her theories into an intermediate composition course in hopes of assessing their effectiveness and applicability today.
Previous Graduate Award Winners
2015: Kassia Waggoner
2014: Carrie Tippen
2013: Sarah McNeely