Stephanie E. Jones-Rogers

Assistant Professor
Office Hours: 
Tuesdays 2:30pm-4:30pm By Appointment Only. Sign Up Here: https://www.wejoinin.com/sheets/szwwo
2315 Dwinelle
Education: 

Ph.D., History, Rutgers, The State University of New Jersey, May 2012        

M.A., History of the United States, Rutgers, The State University of New Jersey, May 2007  

B.A., Psychology, Rutgers, The State University of New Jersey, May 2003

Curriculum Vitae: 
Extended Faculty Field: 
African-American History; Slavery; Women's and Gender History
Research Interests: 

 

 



UPCOMING AND RECENT PRESENTATIONS/EVENTS



“Pioneers and New Scholarship on Women in the Pre–Civil War South: A Roundtable.” Organization of American Historians Annual Meeting, April 5-9, 2017  

“The (In)Visibility of Sexual Violence in the Archives of Slavery.” African American Intellectual History Society Annual Meeting, March 24-25, 2017

“‘These Negroes Are All The Property She Has’: White Slaveowning Women and the Pecuniary Destruction of Civil War.” American Historical Association Annual Meeting, January 5-8, 2017



Current Research Interests/Projects



My research focuses primarily upon gender and American slavery, but I am equally fascinated with colonial and 19th century legal and economic history, especially as it pertains to women, systems of bondage, and the domestic slave trade.

My book manuscript “Mistresses of the Market: White Women and the Economy of American Slavery,” which is under contract with Yale University Press, is a regional study that draws upon formerly enslaved people’s testimony to dramatically reshape current understandings of white women’s economic relationships to slavery. The book is based on my revised dissertation, which won the Organization of American Historians’ 2013 Lerner-Scott Prize for the best doctoral dissertation in U.S. women's history. “Mistresses of the Market” puts narrative sources, legal documents, and financial records into conversation with each other in order to show how white women’s investments in the institution shaped their gender identities and to situate them firmly at the center of 19th century America’s most significant and devastating system of economic exchange. It begins by tracing white women’s ideological development as slave owners from girlhood to adulthood. By doing so, it reveals that white parents raised their daughters with particular expectations related to owning slaves and taught their female progeny how to be effective slave masters. These lessons played a formative role in how white women conceptualized their personal relationships to human property, imagined the powers that they would possess once they became slave owners, and shaped their techniques of slave control. Elucidating these lifelong processes of indoctrination makes it clear why some white women did not feel compelled to relinquish control over their slaves to spouses once they married, and why they sought to manage and “master” their slaves, too. It also makes clear why many slave-owning women responded to the Civil War and adapted to its economic aftermath in the ways that they did. As a whole, this book offers more expansive and differently gendered understandings of American slavery, the trans-regional domestic slave trade, and nineteenth-century slave markets.



Graduate Advising



I’d be delighted to work with graduate applicants who are interested in African-American history, the history of American slavery, slavery and the law, the history of women, and women and the law.



Note about Letters of Recommendation for Undergrads



If you are considering asking me to write a letter of recommendation for you, please be mindful of the following. I prefer to write letters of support for students who have completed two or more classes with me. Even for those students who have taken multiple courses with me, I can only write a substantive letter of support if I know you. Simply earning an “A” in the class is not enough. I have to know something about you, so it is in your best interest to make yourself known to me. Visit me during office hours (if you have a reason), actively participate in class, ask questions in and out of class if you have any. In short, set yourself apart from your classmates. If you don’t do these things, there isn’t much that I can write about beyond your letter grade.

 

Under these circumstances, I would possess a limited understanding of your preparation for graduate studies, and the little knowledge that I would possess about your overall performance here at Berkeley, would not allow for me to write the kind of recommendation letter that graduate schools would want to receive. The best professors to do so would be those who you've had more than one small, seminar-style classes with and/or those with whom you've worked closely and have read and critiqued your written work. If I can't speak to your extensive engagement with course materials, class participation and engagement with classmates, I can't really speak to these other critical factors.

 

If I agree to write a letter of recommendation, you must request it at least FOUR WEEKS before the deadline. Additionally, you must provide the following, without exception:

  • Recommendation Letter Deadline.

  • Scholarship/Job/Graduate school to which you are applying.

  • Website/info about the opportunity/job/academic program.

  • Original recommendation letter instructions

  • Person to whom the recommendation should be addressed.

  • Instructions on how/where to send/deliver recommendation letter

  • C.V./Resume

  • Application materials you plan on submitting (draft or final versions if available)

If you plan to apply to more than 2-3 schools, I recommend that you create an Interfolio account at: https://www.interfolio.com/ which allows your letter writers to upload their letters and then allows you to send them to as many schools as you want. There is a small fee to sign up, but I find that it is worth it. 



In-Class Announcements



If you would like to make an announcement that is addressed to undergraduates enrolled in my lecture courses, please email me at sejr@berkeley.edu for prior approval at least two days before you would like to visit.



 My Undergraduate Research Apprentice Program Projects for Fall 2016-Spring 2017



The Undergraduate Research Apprentice Program (URAP) provides an opportunity for Berkeley undergraduates to work with faculty members on their cutting-edge research projects. As part of this initiative, I am working with undergraduate apprentices on several data collection projects. Detailed descriptions of my URAP projects and what apprentices will be asked to do can be found here: http://urapprojects.berkeley.edu/projects/detail.php?id_list=His0717

Students meet regularly with me (every 2 weeks) for research mentoring and may earn 1 unit of academic credit for each 3 hours of research work (limited to 4 units per term). The program is designed to stimulate awareness of advanced research and interest in graduate study. Students are not paid for their participation. However, you DO acquire experience that can be placed on your resume/CV. 

If you are interested in being considered for my URAP projects you can find out more about the application process, including the actual application, here: http://research.berkeley.edu/urap/. History majors are strongly preferred. You may submit applications for no more than three URAP projects and you can work on only ONE URAP project in a semester. Interested students can submit applications online. The deadline for the Spring semester has passed.

Profile: 

 


Honors and Awards



Organization of American Historians Lerner-Scott Dissertation Prize in U.S. Women's History, 2013



Fellowships and Grants



National Endowment for the Humanities Fellowship for University Teachers, 2017-2018

Ford Foundation Post-Doctoral Fellowship, 2017-2018

Woodrow Wilson Foundation Career Enhancement Fellowship for Junior Faculty, 2017 

 

Humanities Research Fellowship, University of California, Berkeley, 2017-2018

Hellman Fellows Fund Award, 2016

Regents’ Junior Faculty Fellowship, University of California, Berkeley, 2015

Institute of International Studies Manuscript Mini-Conference Grant, University of California, Berkeley, 2015

Arts and Humanities Initiative Standard Grant, University of Iowa, 2013-2014

College of Liberal Arts & Sciences Old Gold Summer Fellowship, University of Iowa, 2013-2014

Andrew W. Mellon Foundation Small Summer Research Grant, Rutgers University, 2011

Pre-Doctoral Leadership Development Institute Fellowship, Rutgers University, 2010-2011

Rutgers Center for Historical Analysis Graduate Student Fellowship, Rutgers University, 2010-2011

Andrew W. Mellon Foundation Small Summer Research Grant, Rutgers University, 2010

Ford Foundation Dissertation Fellowship-Honorable Mention, 2010 Competition

Graduate Assistantship, Center for Race and Ethnicity, Rutgers University, 2009-2010

Ralph Johnson Bunche Distinguished Graduate Award, Rutgers University, 2007

Louis Bevier Graduate Fellowship (Finalist/Alternate), Rutgers University, 2007

Representative Publications: 

 


Essays in Edited Volumes

“Mistresses in the Making: White Girls, Mastery and the Practice of Slaveownership in the Nineteenth-Century South,” in Women's America, Volume 8: Refocusing the Past. Eds. Linda Kerber, Jane Sherron De Hart, Cornelia Hughes Dayton, and Judy Wu (Oxford University Press, 2015)

Journal Article 

"'[S]he could…spare one ample breast for the profit of her owner': White Mothers and Enslaved Wet Nurses’ Invisible Labor in American Slave Markets." Slavery and Abolition (Forthcoming April 2017)

Book Reviews

Calvin Schermerhorn, The Business of Slavery and the Rise of American Capitalism, 1815-1860 (New Haven and London: Yale University Press, 2015), in Journal of Southern History 82, No. 2 (May 2016): 411-412.

Web-Based Publications

"Another Side to the Tubman Twenty," The Berkeley Blog, April 26, 2016, http://blogs.berkeley.edu/2016/04/26/my-reservations-about-harriet-tubma...

“A Thousand Words, Countless Silences and the Audacity of Black Love,” The Berkeley Blog, March 31, 2016, http://blogs.berkeley.edu/2016/03/31/a-thousand-words-countless-silences-and-the-audacity-of-black-love/

“The Charleston Massacre: What is the Meaning of Black Life in America?,” The Berkeley Blog, July 13, 2015, http://blogs.berkeley.edu/2015/07/13/the-charleston-massacre-what-is-the-meaning-of-black-life-in-america/

“Rachel Dolezal’s ‘Deception': What We Don’t Want to Know about Racial Identity in America,” The Berkeley Blog, June 29, 2015, http://blogs.berkeley.edu/2015/06/29/rachel-dolezals-deception-what-we-dont-want-to-know-about-racial-identity-in-america/

"If Only Trayvon Had Freedom Papers," History News Network, July 16, 2013, http://hnn.us/article/152622

Manuscript in Preparation

“Mistresses of the Market: White Women and the Economy of American Slavery.” (Under Contract, Yale University Press) 

Essay in Preparation for Edited Volume

"Rethinking Sexual Violence and the Marketplace of Slavery: White Women, the Slave Market and Enslaved People’s Sexualized Bodies in the Nineteenth-Century South," in "Sexuality and Slavery: Reclaiming Intimate Histories in the Americas,” Eds. Daina Ramey Berry and Leslie Harris (University of Georgia Press, forthcoming)

Works in Progress

Seaborne: African Captivity, Pregnancy, Childbirth, and Belonging in the British Atlantic

Women, American Slavery, and the Law