Katherine G. Hendrix
B.A., Speech Communication, California State University, Fresno
M.A., Rhetoric, University of California, Davis
Ph.D., Communication, University of Washington
Dr. Hendrix is an instructional communication scholar with a broad teaching range
including argumentation, interpersonal and intercultural communication, and qualitative
research methods. She is dedicated to the scholarship of teaching and studies professor
and graduate teaching assistant (GTA) communication contributing to their classroom
credibility. Dr. Hendrix has a particular interest in the pedagogical contributions
of and challenges faced by professors and GTAs of color—including international graduate
teaching assistants with English as a Second Language who teach oral performance courses.
She is a critical scholar who investigates the taken for granted norms within the
discipline as evidenced by her award-winning article entitled, “An invitation to dialogue:
Do communication journal reviewers mute the race-related research of scholars of color?” Qualitative
methods are employed to explore implicit rules and issues of power associated with
questions of epistemology, axiology, and ontology coupled with the academic research
process. Her career in postsecondary education includes teaching and administrative
positions in both the community college and university educational systems.
Introduction to Qualitative Research Methods
Advanced Qualitative Research Methods
Instructional Communication (Post-secondary Teaching)
Argumentation & Debate
Awards and Honors
Dr. Hendrix has been nominated for teaching and research awards at the University
of Memphis and within her regional and national communication associations. Most recently,
Dr. Hendrix was awarded University of Memphis Alumni Association Award for Excellence
in Research in the Humanities (2013). Prior to the Alumni Association award, she received
the 2012 Southern States Communication Association (SSCA) Michael Osborn Teacher/Scholar
Award and her merit in teaching was acknowledged on the Excellent Teachers on Teaching
panel sponsored by the National Communication Association (NCA) at its 2012 annual
conference. In 2011, she received the College of Communication and Fine Arts Dean's
Research Award at the University of Memphis. The SSCA also awarded her the 2002 John
I. Sisco Excellence in Teaching Award and 2006 Rose B. Johnson Southern Communication Journal Best Article Award. She is the only person within her association to win all three
awards. Lastly, the International and Intercultural Division of NCA acknowledged one
of her publications as the 2006 Outstanding Journal Article for that division.
The impact of her methodological style and lines of inquiry on the discipline have
been noted twice within the past five years by National Communication Association
Distinguished Carroll C. Arnold Lecturers, Dr. Gerry Philipsen (University of Washington)
and Brenda J. Allen (University of Colorado) in 2008 and 2011.
Hebbani, A., & Hendrix, K. G. (in press). Capturing the experiences of international
teaching assistants in the U.S. American classroom. New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass.
Hendrix, K. G., & Hebbani, A. (in press). Hidden roads: Non-native English speaking
international professors in the classroom. New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass.
Hendrix, K. G., & Hebbani, A. (Eds). (in press). The hidden road: The journey of the
non-native English speaking international communication professor from teaching assistant
to tenured professor. New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass.
Hendrix, K. G. (2011). The growth stages and maturation of an outsider-within: Developing
a critical gaze and earning the right to speak. Qualitative Inquiry, 17, 315-324.
Hendrix, K. G. (2011). Home as respite for the working-class academic. In A. Gonzalez,
M. Houston, & Chen, V. (Eds.). Our voices: Essays in culture, ethnicity, and communication (5th ed.) (pp. 240-246). New York: Oxford University Press.
Hendrix, K. G. (2010). Communication and the preparation of future faculty: Managing
the incoherencies. In D. Fassett & J. Warren (Eds.). Handbook of communication and instruction (pp.81-106). Thousand Oaks, CA: Sage.
Hendrix, K. G. (Ed.). (2010). Accepting the invitation to dialogue: The Communication discipline, journal review
process, and race/ism-related research [Special Issue]. Southern Communication Journal, 75 (2).
Hendrix, K. G. (2010). Dialoguing with the ‘communication chorus’: Mapping the contours of ‘the morass.'
Southern Communication Journal, 75, 127-136.
Hendrix, K. G. (Ed.). (2007). Neither white nor male: The inter/cross-cultural experiences
of female faculty of color in academia. New Directions in Teaching and Learning, 110, San Francisco, CA: Jossey-Bass.
Hendrix, K. G. (2007). “She must be trippin’”: The secret of disrespect from students
of color toward faculty of color. New Directions in Teaching and Learning, 110, 85-96.
Hendrix, K. G., Hebbani, A., & Johnson, O. (2007). The “Other” TA: An exploratory
investigation of graduate teaching assistants of color (GTACs). In B. J. Allen, L.
A. Flores, & M. P. Orbe (Eds.) International and Intercultural Communication Annual: Communication Within/Across
Organizations (pp. 51-82). Washington, D.C.: National Communication Association.
Hendrix, K. G. (2005). An invitation to dialogue: Do communication journal reviewers
mute the race related research of scholars of color? Southern Communication Journal, 70, 329-345. (SSCA Rose B. Johnson Award, Best Published Article in SCJ; 2006 recipient
for Best Journal Article from the International and Intercultural Division of the
National Communication Association (NCA): 2006 nominee for best article, African-American
Communication & Cultural Studies Division of NCA)
Hendrix, K. G., Jackson, R., II & Warren, J. (2003). Shifting academic landscapes:
Exploring co-identities, identity negotiation and critical progressive pedagogy. Communication Education, 52, 177-190.Top paper presented at the Southern States Communication Association (SSCA)
convention, Tampa, FL.
Jackson, R., II & Hendrix, K. G. (Eds.). (2003). "Racial, Cultural, and Gendered Identities
in Educational Contexts: Communication Perspectives on Identity Negotiation [Special
issue].Communication Education, 52.
Hendrix, K. G. (2002). Did being Black introduce bias into your study?: Attempting
to mute the race-related research of Black scholars. Howard Journal of Communications, 13, 153-171.
Hendrix, K. G., & Bulusu, A. (2002). Teaching assistant workshop: Race, ethnicity,
and nationality in the classroom. In J. S. Trent (Ed.) National Communication Association/American Association of Higher Education diversity
monograph: Promoting the Success of Students of Color in Communication (pp. 137-140). Washington, DC: National Communication Association.
Hendrix, K. G. (2001). "Mama told me . . . ": Exploring childhood lessons that laid
a foundation for my endarkened epistemology. Qualitative Inquiry, 7, 559-577.
Hendrix, K. G. (2000). Assessment and skill development for ESL students in mainstream
communication classes requiring oral presentations. Journal of the Association for Communication Administration, 29, 196-212.
Hendrix, K. G. (2000). Now what do I do?: Advice for non-ESL instructors teaching
courses requiring oral presentations. College Student Journal, 34, 641-651.
Hendrix, K. G. (2000). Graduate teaching assistant guide to public speaking. Belmont, CA: Wadsworth.
Hendrix, K. G. (2000). Peer mentoring for graduate teaching assistants: Training and
utilizing a valuable resource. Basic Communication Course Annual, 12, 161-192.
Hendrix, K. G. (1999). Constructing an orientation session to address graduate teaching
assistant (GTA) self concerns. Journal of Graduate Teaching Assistant Development, 6, 65-72.
Hendrix, K. G. (1998). Teaching argumentation perspectives in the argumentation and
debate course using a nontraditional exemplar. Speech Communication Teacher, 13, 6-7.
Quigley, B. L., Hendrix, K. G., & Friesem, K. (1998). Graduate teaching assistant
training: Preparing instructors to assist ESL students in the introductory public
speaking course. Basic Communication Course Annual, 10, 58-89.
Hendrix, K. G. (1997). Student perceptions of verbal and nonverbal communication cues
leading to images of professor credibility. Howard Journal of Communication, 8, 251-274.
Quigley, B. L, Nyquist, J., & Hendrix, K. G. (1993). Using videotape to promote teaching
diversity in the classroom. In K. G. Lewis (Ed.), 3rd National Conference Proceedings on the Training and Employment of Graduate Teaching
Assistants (pp. 278-284). Stillwater, OK: New Forums Press.
Hendrix, K. G. (1987). Research reflections. Fresno City College Visions Project.
Hendrix, K. G. (Producer), Liban, D. (Director), & Quigley, B. L. (Producer). (1997).
Student speeches 4th edition videotape to accompany Public Speaking. [Video]. Boston,