Jennifer Griffiths has taught college writing and literature courses since 1996. Prior to arriving at New York Tech, she held full-time teaching positions at the U.S. Coast Guard Academy/Leadership Development Center and Marymount College of Fordham University. Griffiths has served as a writing program administrator since 2003 in three different institutional contexts.

As a scholar, Griffiths has focused on the interdisciplinary field of Trauma Studies, specifically in relation to African American literature in the post-Civil Rights era. Her current book project, Risk/Reward, will address representations of African American adolesence, particularly from the perspective of black youth narrators and will look at experimental strategies in language and form intended to capture and convey the complex experience of this specific generation’s young people, paying specific attention to the concept of “risk” as it applies both to the culture wars, post-traumatic response, and the creative imperative.

Recent Projects/Research

  • “Feminist Interventions in Trauma Studies” chapter in Trauma and Literature volume/Cambridge UP Critical Concepts series. (Invited contributor/forthcoming 2017)
  • “On the Verge of Flying Back: The Problematic of the Young, Gifted, and Black Johnnas.” 2016 Multi-Ethnic Literature of the U.S. (MELUS) Conference.
  • " ‘You’re young, you’re Black, and you’re on trial. What else do they need to know?’: Reading Walter Dean adolescence Monster.” 2015 National Council for Black Studies Conference.
  • “My body of a free boy. . . . My body of dance: Black Adolescence and The Kid,” presented in “Representing African American Adolescence in the Post-Civil-Rights Era.” 2014 Annual MLA Convention, Chicago. (Special session organizer and participant).
  • “ ‘My portrait is gold’: Resiliency and the Crisis of the Black Child’s Image in Dael Orlandersmith’s The Gimmick,” presented in “Violence and the Black Child in Post-Civil Rights United States,” 2013 Annual MLA Convention, Boston. (Special session organizer and participant)
  • “Post-traumatic Literacies and the Material Body in Sapphire’s Push,” "Trauma and Material Bodies" panel, 2012 Cultural Studies Association Conference.



  • Traumatic Possessions: The Body and Memory in African American Women’s Writing and Performance. University of Virginia Press, 2010.
  • (Reviewed in Affilia: Journal of Women and Social Work, African American Review, Journal of African American History, MELUS, Obsidian, Ralph J. Bunche Center for African American Studies Newsletter (UCLA), Tulsa Studies in Women’s Literature, and Women’s Studies)

Articles (Peer-Reviewed)

  • “‘My body of a free boy. . . . My body of dance’: Violence and the Choreography of Survival in Sapphire’s The Kid.” Obsidian: Literature in the African Diaspora. Vol 13, No 2 (2012)/published 2014. (Also served as Guest Editor of the issue)

  • “Sympathy for the Devil: Resiliency and Victim/Perpetrator Dynamics in Paula Vogel's How I Learned to Drive.” Contemporary Women’s Writing, Oxford UP Journals. 2011; doi: 10.1093/cww/vpr025 (advance access online; print issue 7.1).
  • “Uncanny Spaces: Trauma, Cultural Memory, and the Female Body in Gayl Jones’s Corregidora and Maxine Hong Kingston’s The Woman Warrior.” Studies in the Novel 38. 3 (Fall 2006).
  • “Between Women: The Body, Memory, and Socially-Produced Trauma in Robbie McCauley’s Sally’s Rape.” Frontiers: A Journal of Women’s Studies 26.3 (2005).

Courses Taught at New York Tech

  • African American Literature
  • Global Literature and Human Rights
  • Foundations of Research Writing
  • Travel Literature
  • Special Topics: Outlaws and Outcasts
  • Special Topics: The Endangered Child in American Literature

Contact Info