Test Work Transfer

 

Work

 

A detailed listing of academic and professional work can be found here (Complete Academic CV/Resume) and here (VIVO Expertise Website)

 

Peer Reviewed Articles

Gosa, Travis L. 2011. Counterknowledge, Racial Paranoia, and the Cultic Milieu: Decoding Hip Hop Conspiracy Theory.” Poetics: The Journal of Empirical Research on Culture, the Media and the Arts. 39(3)..

Gosa, Travis L. 2010. “Not Another Remix: How Obama Became the First Hip-Hop President.” Journal of Popular Music Studies, 22(4), p. 389-415.

 

Gosa, Travis L. and Karl Alexander. 2007. “Family (Dis)Advantage and The Educational Prospects of Better-Off African American Youth: How Race Still Matters,” Teachers College Record, 109 (2), p. 285-321.

Book Chapters

Gosa, Travis L. and Tristan Fields. 2012. “Is Hip Hop Education Another Hustle? The (Ir)Responsible Use of Hip Hop as Pedagogy.” Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop. Brad J. Porfilio & Michael Viola (Eds.). Peter Lang. (Publication available mid-2012.)

Gosa, Travis L. 2011. “Black Youth, Social Media, and the 2008 Presidential Election.” Social Media: Impact & Usage, H. Al-Deen & J. Hendricks (Eds.). Lexington Books. (Publication available late 2011).

 

Gosa, Travis L. 2011. “Crank Dat Barack Obama!: Social Media and Race in the 2008 Presidential Election.” Race/Gender/Media: Considering Diversity Across Audience, Content, and Producers,3rd Edition. Rebecca Ann Lind (Ed.) Allyn & Bacon Press. (Publication available late 2011.)

Gosa, Travis L. 2011. “Mama Tried: Narratives of Good and Bad Mothering in Rap Music.” Mothering & Hip Hop Culture, J. Motapanya & Shana Calixte (Eds.). Demeter Press. (Publication available late 2011.)

Gosa, Travis L. 2011. “The Audacity of Dope: Rap Music, Race, and the Obama Presidency.” Obama-Mania: Critical Essays on Representations, Discussions and Meditations in Popular Culture of President Barack Obama. Nicholas Yanes & Derrais Carter (Eds.). McFarland &Company. (Publication available late 2011.)

Essays and Book Reviews

Gosa, Travis L. 2009. “Hip-Hop Politics, Activism, & The Future of Hip-Hop.” Journal of Popular Music Studies.  22 (2). p. 240-246.

Gosa, Travis L. 2009.  “All About the Beat: Why Hip-Hop Can’t Save Black America.” Journal of Popular Music and Society. 32 (5). p. 567-569.

Gosa, Travis L. 2009. “The 21st Century Hip-Hop Minstrel Show: Are We Continuing the Blackface Tradition? Journal of American Culture. 32, (4). p. 356.

Working Papers/In Progress

 

Gosa, Travis L. The School of Hard Knocks: A Hip Hop Theory of Black Schooling and Education Reform. (Book Manuscript)

Gosa, Travis L. “Conspiracy Theory and Racial Paranoia in Obamerica.” (Article)

Gosa, Travis L. “Why Do Students Resist Hip Hop Studies?” The Medium is the Lesson: Using Literature, Film, and New Media to Teach Politics. Robert W. Glover & Daniel Tagliarina (Eds.). (Book Chapter)

Gosa, Travis L. “Hustle and Grind: The Promise and Peril of the Hip Hop Work Ethic and Entrepreneurial Spirit.” (Article)

Gosa, Travis L. “It’s Bigger Than Rap: The Political Economy of Hip Hop Studies, Culture, & Intelligentsia.” (Revised Article for Resubmission)

Gosa, Travis L. “Hip Hop Studies, Underground: Rethinking Hip Hop Knowledge and Culture.” (Revised Article for Resubmission)

Teaching

I’ve taught a variety of courses at Cornell University, Williams College, and Johns Hopkins University.

  • Sociology of Race & Education (New, Fall 2011 ASRC 4516/ 6516/ SOC 4520/6510)
  • Black Families and the Socialization of Black Children (ASRC 1600/HD 1710)
  • US Education: Oppression & Resistance (ASRC 3604)
  • The Politics of the Hip-Hop Generation (ASRC 6606)
  • Hip Hop Culture and Youth Identity (Freshman Writing Seminar, ASRC 1820)
  • Introduction to Africana Studies (AFR 200)
  • The African-American Family (AFR/SOC/WGS 329)
  • The Hip-Hop Generation: Power, Identity, & Social Change (AFR/SOC/WGS 305)
  • Race, Ethnicity, & Education in the United States (AFR/SOC/LAT 229)
  • Sankofa: Stepping Outside the Box (AFR 498)
  • The Hip-Hop Generation: Power, Identity, & Social Change (SOC 230.201)
  • Introduction to Africana Studies (AFR 362.101)
  • Introduction to African American Studies (AFR 362.111)
  • Introduction to Sociology (230.101) with Prof.’s Beverly Silver & Andrew Cherlin
  • Race, Ethnicity, & Education in the United States (230.212) with Prof. Pamela Bennett

Press

Hip-hop’s global culture ‘affects everyone,’ pioneers say.” By Daniel Aloi (April, 2011)

Hip-hop leaders explore Cornell’s archives.” By Daniel Aloi (April, 2011)

Afrika Bambaataa headlining Cornell symposium on hip hop.” By Luke Z. Fenchel (April, 2011)

Latino Studies Program Fridays With Faculty Lunch Series” (Spring, 2011)

2010-2011 Humanities Grant Research Proposals” (Spring, 2011)

Scholars ponder future of Africana studies after 40 years.” By Joseph Mansky (April, 2010)

Professor: Achievement gap is deep, even among African-American middle class.” By Hanna Roos (March, 2010) [pdf]

Africana Studies introduces 17 new courses.” Rebecca Snyder (May, 2009)

Guest in Residence at the Carl Becker House.” (March, 2009)

Africana studies at 40: Pioneering and leading.” By Daniel Aloi (Fall, 2009)

Music as a Political Force.” By George Lowery (March, 2009)

Video
Afrika Bambaataa, Hip Hop & Radical Peace (April, 2011)
Embedded video from Cornell University

• Hip-hop pioneer DJ Afrika Bambaataa returned to Cornell April 14-15 for an academic and musical symposium on the origins and lasting impact of the hip-hop movement.The discussion was introduced by John Kugelberg, whose collection forms the basis of the Kugelberg Hip-Hop Archive, the largest archive of early hip-hop materials in the country. Discussion centered on Hip-Hop in its fifth decade, hip-hop knowledge and hip-hop futures. Leading the questioning and serving as interlocutors were Travis Gosa (assistant professor, Africana Studies, Cornell) and Sean Eversley Bradwell (assistant professor, Center for the Study of Culture, Race, and Ethnicity, Ithaca College).

What Happens When Hip Hop is Archived? Keeping the Study of Hip Hop Real and Relevant (November, 2008)

Embedded video from Cornell University
• Why should we archive hip hop? What gets into an archive, and who controls it? Is there a particular narrative of the genre’s history that will be privileged over others? These questions were asked by Travis Gosa, assistant professor in Africana Studies at Williams College, who moderated a panel on the academic and journalistic study of hip hop.

Advertisements

Hello world!

Welcome to WordPress.com. After you read this, you should delete and write your own post, with a new title above. Or hit Add New on the left (of the admin dashboard) to start a fresh post.

Here are some suggestions for your first post.

  1. You can find new ideas for what to blog about by reading the Daily Post.
  2. Add PressThis to your browser. It creates a new blog post for you about any interesting  page you read on the web.
  3. Make some changes to this page, and then hit preview on the right. You can alway preview any post or edit you before you share it to the world.

New Forumulas on Graduation Rates Still Don't Tell The Whole Story

Great news, looks like we’re slowly getting real about the graduation crisis in our nation’s high schools. Reports from AP News across the web report that states are beginning to change how they measure high school graduation rates.

There are several ways to measure high school graduation, these new rules get us a bit closer to realistic estimates.

Here is the quote of how many states artificially inflate their gradation numbers:

“The method, used by about half the states last year, works like this: If a school had 100 graduates and 10 students who dropped out from their freshmen to senior year, 100 would be divided by 110, giving the school a graduation rate of 90.9 percent.”

This “leaver method” doesn’t tell the whole story about what is occurring in many of our schools, especially those with large numbers of black/Latino/disadvantaged students.

Counting those who “drop out” vastly underestimates how many students leave high school without attaining a high school diploma. The new formulas are an improvement, but here is a list of students who we need to count when we consider the state of high school graduation:

-Not counted are the students leave by getting a G.E.D. (as Chris Rock says, a “good enough diploma”).

-Not counted are the student who don’t officially “drop out.” That is, in order to “drop out” you have to show up to school and fill out official paperwork saying that you are withdrawing from school. Black and Latino males, in particular, don’t drop out: they just simply stop showing up at school. I like calling these students “drift outs”: after awhile, they just disappear, and no one knows or cares where they went.

– Not counted are the student who take more than four years to graduate. When I spent time in Baltimore City Public Schools, I often met 10th graders who were 19 and 20 years old! Getting “held back” is detrimental to student outcomes. Some of these kids will eventually graduate, but often it is just to get rid of them.

-Not counted are student who are “pushed out” of school. Again, many black and brown and male students, in particular, face indefinite “suspensions” and expulsions from high school. In the face of zero tolerance policies, racist teachers, etc, black boys are 2X more likely to face this kind of punishment.

These are limitations of traditional drop out measurements. A better estimate, in my opinion, is to consider the “holding power” of high schools. By tracking individual students from freshman year to senior year, how many of those individual students actually walk across the stage and receive a real diploma?

When “holding power” is examined, we often see that high school graduation rates are closer to 50%-60% for undeserved and minority students! Black males in large urban districts graduate at 40% when holding power is considered. To get the whole story, we need to consider the holding power of schools, not just the aggregate count of how many students drop out.

Amplify’d from www.cbsnews.com

States brace for grad-rate dips as formula changes

States are bracing for plummeting high school graduation rates as districts nationwide dump flawed measurement formulas that often undercounted dropouts and produced inflated results.

Read more at www.cbsnews.com

 

What Does It Mean That 25% of Black Households Have Zero Wealth?

According to the new Pew report, about a quarter of all Hispanic (24%) and black (24%) households in 2009 had no assets other than a vehicle, compared with just 6% of white households. Watch the video and find out the implications of growing wealth inequality in America. Thanks Glenn Loury @Brown University for summarizing the issues involved in huge wealth gaps.

What Does It Mean That 25% of Black Households Have Zero Wealth?

According to the new Pew report, about a quarter of all Hispanic (24%) and black (24%) households in 2009 had no assets other than a vehicle, compared with just 6% of white households. Watch the video and find out the implications of growing wealth inequality in America. Thanks Glenn Loury @Brown University for summarizing the issues involved in huge wealth gaps.

Black People Still Poor in Obamerica

More damning statistics on the state of race in Obama’s America. This recent report from the Pew Institute demonstrates yet again that post-racial America did not arrive via the 2008 election of the first black president. At least in terms of household/family wealth, being black or brown in America still means being broke. The average black household only held $5,600 in wealth in 2009, down from $12,124 in 2005!

The black-white comparisons in the two charts show that being white in America still comes with huge advantages.

Wealth, as opposed to income, is an important indicator of social inequality.

Income is what you use to buy a loaf of bread, Patron bottle service at the club, or a Mercedes.

Wealth is what you use to buy opportunity: to live in a safe neighborhood, to ensure that your children get a quality education, to live a healthy life.

Thus, these huge wealth differences indicate that the average Black or Latino still lacks access these benchmarks of the American dream.

Yes, black America has it’s Jay-Z and Oprah, but while the Obama’s live in the White House a large swatch of black America still lives paycheck-to-paycheck. The recent recession has destroyed the new black middle class. This population remains at risk of losing their jobs and houses, and falling back into poverty. Look at chart #2, black folks lost 53% of their nest eggs since the housing crash.

Where is the outrage? And perhaps more importantly, when will we hold those in the highest offices of the nation–those who look like us–responsible? I don’t want to hear another song about Maybachs or G6 private jets. I need a 2Pac Rebel of the Underground 2011 remix.

Amplify’d from pewsocialtrends.org

Wealth Gaps Rise to Record Highs Between Whites, Blacks, Hispanics

Twenty-to-One

See more at pewsocialtrends.org