For Current Students

This document was adapted and expanded upon from that of my graduate advisor (your academic grandparent), Dr. Jennifer J. Freyd.

"Being overworked isn’t a virtue or work ethic to be admired." --Sneha Krishnan

Chapters

  • Introduction to JG
  • Things I Strive to be as a Mentor & Advisor
  • Things I Strive to do as a Mentor & Advisor
  • What Are My Expectations for Students Who Are Working with Me?
  • My Advice for Students
  • Mandatory Reporting
  • Resources

Introduction to JG

Note: More about me can be found on my faculty and professional websites. You can also follow me on Twitter, @JenniferMGmez1.

Abbreviated CV

I, Dr. Jennifer M. Gómez (JG), am an Assistant Professor in the Department of Psychology and Merrill Palmer Skillman Institute for Child & Family Development (MPSI).

As faculty, my job responsibilities include:

  • Research (from data collection and analysis to manuscript writing; giving talks in the U.S. and abroad; and engaging in public scholarship)
  • Teaching undergraduate and graduate courses
  • Advising and mentoring undergraduates, graduate students, and postdocs at WSU and other universities
  • Service (institute, departmental, and university committees, including the Psychology Diversity Committee and students’ master’s and dissertation committees; field service, including serving on journal Editorial Boards)
  • Running my research laboratory
  • Developing professional relationships with community agencies here in Detroit
  • As new faculty, getting my office and lab set up (e.g., purchasing computers, chairs, etc. from my start up funds)
  • Generally, specifically, and consistently working towards social justice and equity for all
  • Being a happy lady in all facets of my personal and professional life

I truly love all of the different responsibilities I have, though one of my favorite things to do is mentor and advise students because:

Being available to my own graduate students, as well as students across the Department of Psychology and MPSI, is a top priority for me. As advising and mentoring students is not my only responsibility, however, I have put together this page to share expectations.

Things I Strive to be as a Mentor and Advisor

  • Supportive
  • Responsive
  • Flexible (“every hand needs a different glove” approach; basics are the same throughout—e.g., communication is key—but I adapt based on the needs and wants of each student)
  • Open/curious
  • Committed
  • Safe (to bring up concerns and uncomfortable topics, including issues students are having with their course work, clinical work, research, myself, etc.)

Things I Strive to do as a Mentor and Advisor

  • Provide critical feedback
  • Be receptive to feedback
  • Have a forward gaze (paying attention to where you want to be and what you will need to get there)
  • Relay and provide opportunities for professional growth
  • Provide guidance

Follow Up: Why do I like to give critical feedback?

  • We are in service of the populations we serve, as researchers, teachers, and clinicians; therefore, our work should be the best it can be
  • I believe you can do your best
  • I believe your best will keep improving over time
  • I believe in you as a thinker, scholar, and person
  • I am invested in helping you develop and grow

What Are My Expectations for Students Who Are Working with Me?

--

Being Responsible/Responsive

For my graduate students in particular—but also for any graduate students who have a working relationship with me (e.g., mentorship committee; letter of recommendation writer, etc.): it is very important for you to respond to a question, query, or message I send in a timely manner.

For my graduate students, that means responding to me within 24 hours on business days (Monday – Friday, excluding holidays). If I ask you a question you do not know the answer to, respond that you do not know. If I send you resources or information, respond with a simple “Got it!” or “Thank you!”, etc. Please refrain from not responding at all. If you will be out of communication for any reason, it is your responsibility to let me know once you know, remind me just before you leave, and set up an automatic away message on your Wayne State email.

Though the advisor/advisee and mentor/mentee relationships are asymmetric due to our differences in roles and power, it is still a two-way relationship. Your advisor/mentor (that is me, JG!) is not only here to serve your needs and yours alone. It is expected that you will actively engage in fostering a healthy, communicative relationship. This means being responsive as detailed above, being respectful, coming to meetings on time and prepared (more on that below), asking questions when you have them, and keeping me updated on your progress in your classes, your clinical work, your research, etc.

Why is open communication so important to me?

For us to foster a healthy mentorship/advising relationship.

Important: If I don’t know, I can’t help!

If you are having problems, confusion, etc., I cannot provide guidance if I do not know about it. It is always your choice as to what and how much to disclose to me (e.g., I will not demand that you tell me secrets you don’t want me to know!). However, an open, responsible, responsive, communicative relationship will mean that you are able to assert your needs, and I will be able to do my best to help guide and support you.

Tip: If there’s something going on in your personal life that you do not feel comfortable sharing, you could say, “I am going through something right now personally. I don’t want or need to talk about the details of it. But I wanted to let you know that I may be a bit distracted and slower on doing work while I’m dealing with it.”

Getting a Response from JG

Email

Email is often the quickest way to get a hold of me, as I tend to answer emails quickly. For my graduate students, I aim to respond to emails within 24 hours on business days. If I am going to be out of communication for any reason, I will let my students know and will have an away message up on my Wayne State email.

If you want a response or feedback on a document that is longer than about a page, please give me both a hard copy and an electronic version (more on this below).

Lab Meetings

Lab meeting attendance is expected of my graduate students. As I am new to faculty, lab meetings will commence once a month and will be open to select graduate and undergraduate students who request and are approved to attend. These lab meetings are good times to get me to sign forms or ask me quick questions. When you are scheduled to make a presentation at the lab meeting, it is important for you to work with me in developing the presentation. This includes discussing the topic to present, sending me powerpoint slides and/or handouts to review, etc. For us to have time to review and revise content, such material should be to me at least 2 weeks before you are scheduled to present.

On all presentations and handouts should be your name, as well as the name of all collaborators, acknowledgements to those who have provided help or feedback, the date, and usually a disclaimer that explains that the information is preliminary and should not be cited or shared beyond the lab meeting.

One last tip: it is important to openly acknowledge collaborative work (as most research is collaborative). When discussing such research, always use the plural rather than singular (“our study” vs. “my study”, etc.). If in doubt, ask me and/or err on the side of sharing credit.

Individual Meetings

In addition to lab meetings, I will meet with my graduate students regularly. Other departmental/MPSI graduate students are welcome to contact me to set up a time to meet for drop-in or more regular meetings. I will do my best to accommodate these requests as my schedule permits. Meetings can take place in one of my offices, my lab, or in taking a walk. All students are responsible for keeping track of what is discussed in our meetings—including deadlines, topics to follow up on, etc.

Coming to Meetings On Time & Prepared

In preparation to meet with me (outside of office hours), students should:

  • Email me the morning-of to confirm the meeting; without such confirmation, I will consider the meeting canceled (this is to avoid the time wasted waiting for no-shows)
  • Have a plan of what will be discussed
  • Be prepared (e.g., if a first meeting to discuss research, have reviewed my website: http://jmgomez.org ; have prepared questions, points of discussion, topics, etc.)
  • Be on time; communicate if you will be running late

To have efficient meetings, it is incumbent on students to take ownership over their own knowledge and growth. Being prepared, having a plan, and having a clear sense of the goals of the meeting will make our time together: mutually beneficial; you will be more likely to get what you need from me and our meeting; and you will communicate respect of the time and expertise of your grad advisor/mentor (me!).

What to Do After Meetings

It is your responsibility to keep track of what is discussed in our meetings, what your follow up steps are, and getting any answers or clarifications you need from me.

Scheduling Committee Meetings

When you need to schedule an advising or mentorship committee meeting for a semester, begin planning at the beginning of the semester. (Wrangling a bunch of busy faculty members can be time-consuming!). Please follow these steps to schedule:

  • Write to JG with your available times
  • JG writes back with overlapping available times
  • THEN write the rest of the committee, cc-ing JG, with just the times that you and I are both available. I recommend using Doodle or another scheduling software for the last step

Papers, Documents, Forms, and Other Written Things

Summary

  • GIVE ME BOTH a HARD COPY and ELECTRONIC COPY of documents, presentations, etc.
  • ALLOW ME 2 WEEKS to review whenever possible.

More detail: Providing me with both hard and electronic copies aids in me being able to provide feedback in a timely manner. As a general rule, do NOT wait until the last minute to send me something! It is quite possible that if you wait till the last minute, I will not be able to review the paper, write the letter of recommendation, approve the Abstract for submission, etc. I recommend giving me TWO WEEKS to review something. The reason is there will likely be times where multiple students need feedback from me simultaneously, in addition to my own deadlines. This is particularly true at crunch times (e.g., late Fall term, as Letter of Recommendation season).

Materials you send me to review should include contextual information so that I know what it is. For papers and manuscripts, this includes:

  • A cover page with authorship, date, title/working title, word count, intended journal or outlet, any word limits, any deadlines
  • Both hard and electronic copies
  • Descriptive file name (e.g., instead of “master’s thesis”, “Last NameThesisVariablesDateInitials of last person to edit”, so “GómezManuCBTT hallucinations8.12.19JG”)
  • Page numbers throughout
  • Double-spaced

Feedback on Papers, etc.

My goal is to get you feedback on manuscripts, presentations, etc., within 2 weeks of you giving it to me. (Note: potential departmental exceptions to theses and dissertations).

Letters of Recommendation

For letters of recommendation, I usually will need:

  • 4 weeks notice (but: best to tell me as soon as you know)
  • Materials, such as copy of the application essay, description of the award
  • How to submit
  • A document describing highlights of your fanciness and our relationship (e.g., been an RA for 1 year; this GPA; you saw me give this talk for X conference, etc.)

Tight Timeline

If you discover that you are not going to be able to get me something to review 2 weeks of a deadline--or 4 week for letters of rec, let me know as soon as possible. Note: even for big events (a conference, a thesis, a dissertation, a manuscript for a special issue), you are responsible for keeping yourself and me accountable for deadlines. Meaning, do not assume that if I have not received a document that needs review that I am calculating the accelerated turn-around time—not for lack of caring, but for juggling my own + my students' deadlines.

My Advice for Students

  • Be organized and efficient:The better you are at managing your time, the more cool stuff you get to do!
  • If you don’t know something, think and then ask, if needed
  • If you are scared that you’re bad at something, seek it out: E.g., If you’re scared of public speaking, don’t spend 5 years avoiding public speaking. Take the opportunity to practice, grow, and learn
  • Take ownership over your own learning, professional development, and advancement
  • Come prepared
  • Act as if you believe in yourself, even when you don’t
  • No one mentor or advisor can be everything you need: Get a mentorship network
  • Admit to yourself when you have made a mistake or series of mistakes
  • When not relationally unsafe, admit to others when you make a mistake or series of mistakes: E.g., Tell me!
  • Prioritize your full self: You are more than a walking head
  • Say Thank You!: Faculty and staff do a LOT to help students. Often, we don’t know if our efforts are actually helpful. So: if faculty or staff (or a peer! Or anyone!) has done something that has been useful to you (e.g., brought in a great speaker; given great guidance in a meeting, etc.), a simple Thank You is not only appreciated, but also helps the person tailor their efforts to you, thus resulting in doing more of the things that are helpful for you

Mandatory Reporting

The issue of mandated reporting of campus sexual violence has received considerable attention for the greater part of a decade. There are varying views on the appropriateness of blanket mandated reporting (see Dr. Freyd’s website with compiled resources and my own scholarly opinion piece that I wrote as a graduate student in 2016).

Universities also have various interpretations of what Title IX actually requires regarding reporting.

Here is WSU’s current rules, from our Title IX Office website:

"Mandatory reporting – Responsible Employees

Wayne State University faculty and staff are considered Responsible Employees and are obligated to promptly report incidents of sexual misconduct. The only exception is confidential employees in Counseling and Psychological Services and the Campus Health Center.

Consistent with Wayne State's obligations under federal law, Wayne State is required to notify a student who reports having experienced sexual misconduct by another student, a faculty member or a staff member of the university, that the student has the option to report the matter to law enforcement, to the university, to both, or to neither, as the student may choose.

Regardless of what course of action the student chooses, Wayne State faculty and staff who know of or have received information about a sexual misconduct or potential sexual misconduct incident that occurred on campus, in a university program, or at a university-sponsored event, must promptly report that incident to the Title IX Director so that Wayne State can fulfil its institutional obligations. Your knowledge is the university's knowledge. When in doubt, report it.

In light of this mandatory reporting requirement, it is important for faculty and staff to know that if a student reports an incident to you, you cannot promise confidentiality and should inform the student that you are required to report the incident to the Title IX Director. Once reported, for the privacy of the parties involved, it should not be discussed with anyone else.

Wayne State is still obligated to investigate, even where the student chooses not to report or where the student is unwilling or reluctant to participate in an investigation. Wayne State will proceed in a way that takes into account the concerns of the student survivor/victim and Wayne State's responsibility to provide a safe and non-discriminatory environment to the entire campus community.”

=

As WSU faculty, I am obligated to report information I know of or have received regarding sexual misconduct or potential sexual misconduct that: 1) occurred on campus, in a university program, or at a university sponsored event; and/or 2) that was perpetrated by a member of the university (student, staff, faculty) to the Title IX coordinator, regardless of the student’s wishes. Please keep this in mind should you choose to share such information with me.

WSU has provided a resource page for students.

Note: I have no experience with the above resources.

Resources

For more about me, see my faculty website, professional website, and/or Twitter, @JenniferMGmez1

External funding for graduate students and postdocs & early career professionals, including the Ford Foundation Fellowship Program

WSU Graduate School provides financial incentives for graduate students who apply for external funding, see GS website

WSU Office of the Vice President of Research (OVPR) supplements graduate students' external funding (up to $2,000, with half of the money earmarked for the graduate student's research and half for the faculty advisor's research); grad advisor applies (with help from Psych Dept. Grants Administrator, Nicole Barber)

WSU Graduate School has an array of fellowships for graduate students, see GS website

For more grad student resources, see Dr. Jennifer Freyd’s website

For more advice on faculty-grad student interactions, see Stanford's page

For WSU resources for students, see Dean of Students Warrior Life

For evidence-based resources on how to respond to disclosure of abuse and maltreatment, see Freyd's Disclosure Listening Skills Home Page

Safety:
If going to or from campus at odd hours (e.g., very early morning, late at night), there is the WSU Police Department's Safe Walk Program. It's free. Call 313-577-2222, and police will escort you to your car or residence.

For more information about WSU Police and Safety at Wayne, see website

For Prospective Students

Recruiting Students

I, Dr. Jennifer M. Gómez, am an Assistant Professor in clinical psychology and the Merrill Palmer Skillman Institute for Child & Family Development (MPSI) at Wayne State University in Detroit. I will be recruiting graduate student(s) for the clinical psychology Ph.D. program, Fall 2020.

Deadline for applications: 1 December 2019

Tentative Timeline:

  • 1 December 2019: deadline
  • End of January 2020: invitation to campus interviews
  • Clinical Campus Interview Day: 28 February 2020
  • Alternate Clinical Campus Interview Day: 21 February 2020

Abbreviated CV

Note: Due to the volume of emails I receive, I will not be able to evaluate applicants prior to their formal application. See below to help determine if our program and myself as an advisor could be a good fit for your interests and goals.

The HOPE Lab

We use Cultural Betrayal Trauma Theory (CBTT) as a framework for researching the impact of violence in the context of inequality in youth and young adults in order to identify avenues of hope & healing for individuals, families, communities, and society.

PI: Dr. Jennifer M. Gómez

Data Collection (December 2019)

Validation study of the Cultural Betrayal Multidimensional Inventory for Black American Young Adults (ages 18-29). The validation manuscripts will likely be spoken for, but data with the various measures (cultural betrayal trauma, mental health outcomes, internalized prejudice, racial identity, etc.) will be rife for projects.

Collaborators: Dr. Jennifer M. Gómez & Dr. Lars Johnson

Data Collection (January 2020)

CBTT, Suicidality, Disclosure, & Coping in Black, South Asian, and White Young Adults

Collaborators/Intellectual Contributors: Dr. Jennifer M. Gómez, Dr. Sierra Carter, and graduate students--Daeja Marzette, Zuni Jilani, and Ifrah Sheikh

Data Set

CBTT in Diverse College Students of Color

PI: Dr. Jennifer M. Gómez

Upcoming Projects

CBTT in Multiracial Youth and Young Adults

Collaborators: Graduate student, Daeja Marzette, and Dr. Jennifer M. Gómez

Research Opportunities

Graduate students are involved in research through:

  • collaborating on current projects
  • adding measures to data collections
  • earning the opportunity to lead projects that incorporate constructs of interest with a focus on CBTT in marginalized youth and young adults.

Sample Questions for Campus Visit Interviews

To help all applicants be on equal footing in preparing for the campus visit, below are sample questions for the 30-45 minute interview with me:

Welcome! How has the day been so far?

We have a relatively short amount of time, so we can dive right in. I’m going to ask you a few questions, and then we’ll hold space at the end for you to ask me questions. This is designed for us to get to know each other, not to be an interrogation!

These things will evolve, but at this moment:

  • What research projects are you most excited about doing—from limitations you’ve noticed in the work on CBTT so far to directions to take?
  • Why Me as advisor?
  • Why Wayne State?
  • What would your ideal relationship with your graduate advisor be?/What are you looking for in your graduate advisor?
  • What kind of career do you want to have after you earn your Ph.D.?
  • What questions do you have for me?

Wayne State University Department of Psychology

The Department of Psychology at the research-intensive (R1) Wayne State University provides a broad spectrum of graduate education that prepares students for careers in both academic and applied settings. The department has five doctoral programs in: (1) Behavioral and Cognitive Neuroscience, (2) Clinical Psychology, (3) Developmental Science, (4) Industrial/Organizational Psychology, and (5) Social-Personality Psychology.

Our graduates have careers as research scientists, scholar-teachers at colleges or universities, and professionals in business and industry, health care, schools, community organizations, and government agencies. We have a dynamic and dedicated faculty with wide ranging interests and active research programs in almost all areas of psychology, including: trajectories of homeless youth; violence victimization in marginalized populations; racial and sexual harassment within organizations; cognitive and behavioral neuroscience; substance abuse; memory; relationships; lifespan development; infant and child mental health; and many more. The department fosters collaborations with research institutes across the university, including the Merrill Palmer Skillman Institute for Child & Family Development and the Institute of Gerontology.

Wayne State University is located in Metropolitan Detroit, a historic city that served as a final stop for the Underground Railroad prior to crossing the Detroit River into Canada. The Department of Psychology serves a racially, ethnically, economically, and religiously diverse student body. Wayne State University is located in the Museum District, near art and historic sites, including the Detroit Institute of Arts, Charles Wright Museum of African American History, Detroit Historical Museum, Detroit Opera House, and the Detroit Symphony Orchestra.

The Department of Psychology is committed to promoting diversity and inclusion in our students, faculty, staff, and in the broader communities we serve (including substantial Black/African American and Arab/Chaldean populations). With faculty, staff, and graduate student members, the mission of the department's Diversity Committee is to ensure that diversity, in all its forms, is respected and valued. The department is engaged in fostering and maintaining an open, non-discriminatory, and empowering environment of inclusiveness within the Psychology Department through advocacy, programming, training, and assessment of diversity issues. Graduate students have the opportunity to gain mentorship skills through the Mentoring Undergraduate Students towards Excellence (MUSE) Program. This program is sponsored by the Diversity Committee and helps undergraduate students from typically underrepresented/minority groups and first-generation college students navigate their paths to psychology graduate programs.

Applications for the Graduate Program are due December 1, 2019, with interviews in February 2020.

Awards My Graduate Students Have Won

Wayne State University Dean's Diversity Fellowship
Daeja Marzette (2019)

Graduate Programs with a Trauma Psychology Focus

  • Wayne State University (Dr. Jennifer M. Gómez; Dr. Antonia Abbey, non-clinical).
  • University of Illinois at Urbana Champaign (community health, Dr. Robyn Gobin)
  • University of Georgia (Dr. Isha Metzger)
  • University of Denver (Dr. Anne Deprince)
  • Oregon State University (non-clinical only; Dr. Kathy Becker-Blease)
  • University of Tulsa (Dr. Lisa Cromer)
  • University of Regina (Dr. Bridget Klest)
  • University of California, Santa Cruz (non-clinical only; contact Dr. Eileen Zurbriggen)
  • University of California, San Diego (contact Dr. Carolyn Allard)
  • Alliant University (contact Dr. Constance Dalenberg)
  • Nova Southeastern University (contact Dr. Steve Gold)
  • Western Washington University (Master's degree only; Dr. Brianna Delker)
  • Towson University (Master's degree only; contact Dr. Bethany Brand)
  • Penn State-Erie (Master's in Applied Clinical Psychology, Dr. Melanie Hetzel-Riggin)
  • APA-Div 56's list of trauma psychology graduate programs
  • ISSTD's list of academic supervisors with trauma focus

Resources on Choosing Graduate Programs

Advice for Marginalized Students on Choosing a Ph.D. Program

About

Jennifer M. Gómez, Ph.D.

I am an Assistant Professor in the Wayne State University (WSU) Department of Psychology and Merrill Palmer Skillman Institute for Child & Family Development (MPSI).

I earned my Ph.D. in [clinical] psychology from University of Oregon in 2017. I am a Ford Fellow (Dissertation, 2015-16; Postdoctoral, 2018-19), National Academy of Sciences Kavli Fellow (2019), co-editor of the special issue of Journal of Trauma & Dissociation— [JTD] Self Injury & Suicidality: The Impact of Trauma & Dissociation (2015), and lead co-editor of the upcoming special issue of JTD, Discrimination, Violence, & Healing in Marginalized Communities. I completed a postdoctoral fellowship in the WSU Postdoctoral to Faculty Transition Fellowship (PFT) Program at MPSI in 2019. I have published 50 peer-reviewed journal articles, book chapters, scholarly writings, and pieces for the general public.

Prior to attending college, I was a professional ballet dancer with Dance Theatre of Harlem.

My research focuses on the effects of interpersonal trauma (e.g., physical, sexual, and emotional abuse) in diverse populations. In proposing cultural betrayal trauma theory, I include interpersonal trauma in conjunction with discrimination to examine mental health outcomes.

For example, in cultural betrayal trauma theory, I propose that if a Black female is sexually assaulted by a Black male, the outcomes of this trauma, such as PTSD, are impacted by both the victim and perpetrator experiencing discrimination in society.

With cultural betrayal trauma theory, I examine the differential impact of inequality for minority victims of trauma that may contribute to urban disparities. I am dedicated to contributing work that has implications for people who are subjected to both discrimination and interpersonal trauma.

Abbreviated CV

Email: jennifer.gomez@wayne.edu
Twitter: @JenniferMGmez1

Cultural Betrayal Trauma Theory

Abbreviated CV

Table of Contents

For Cultural Betrayal Trauma Theory (CBTT)

  1. CBTT Description with a Short Video
  2. CBTT Description with figures
  3. CBTT Terminology
  4. Condemned to Dance: Arts-Based Research Project
  5. Frequently Asked Questions (FAQs)
  6. CBTT Publications
  7. CBTT Funding

CBTT Description with a Short Video

alt

In this short video [2019], Dr. Jennifer M. Gómez explains cultural betrayal trauma theory and discusses her article, "Isn't It All About Victimization? (Intra)Cultural Pressure and Cultural Betrayal Trauma in Ethnic Minority College Women", which was published in Violence Against Women.

CBTT Description with Figures

Individuals' experiences are impacted by aspects of the sociocultural context. For minorities, such as Black people in the U.S., who have experienced interpersonal trauma (e.g., physical, sexual, psychological abuse), that context includes inequality at various levels.

In cultural betrayal trauma theory, I propose that societal trauma (e.g., discrimination) creates the context for interpersonal trauma within minority groups to be uniquely harmful.

Cultural betrayal trauma theory incorporates various aspects of the sociocultural context, such as societal trauma (e.g., discrimination) and (intra)cultural trust. Consequently, interpersonal trauma within minority groups--termed cultural betrayal trauma--may be linked with diverse outcomes, including PTSD (post-traumatic stress disorder) and internalized prejudice.

CBTT Terminology

The term "victim" is used to emphasize the harm of victimization, as well as for brevity. Preferred language is "person who has been victimized," which does not impose a label onto a person based on something they have experienced.

Minority

  • A person who has one or more identities that are marginalized in society
  • Examples: in the U.S., people of color, LGBTQ+, Muslims, women

Societal Trauma

  • Negative experiences that systemically occur at the societal level
  • Examples: attempted genocide, discrimination, oppression, second-class citizenship, racialized police brutality

(Intra)Cultural Trust

  • Connection (e.g., dependency, attachment, loyalty, love, and/or responsibility) with other members of one's minority group(s), potentially as a buffer against societal trauma
  • Examples: the "sweet sense of solidarity" with other minorities, in which there is an expectation of understanding and support; personal connection with the successes, joys, failures, and harms of one's minority group(s)

Cultural Betrayal

  • From a fellow minority, violation of (intra)cultural trust in the form of trauma, abuse, violation, or other negative occurrences
  • Examples: being rejected by other members of one's minority group; being accused of 'acting White' by other racial minorities

Cultural Betrayal Trauma

  • Violation of (intra)cultural trust through interpersonal trauma (physical, sexual, or psychological abuse); the victim and perpetrator(s) share at least one minority identity
  • Examples: within-group violence in minority populations (e.g., minority perpetrator, minority victim)

(Intra)Cultural Support

  • An extension of (intra)cultural trust. The needs of the victim are as important as the needs of the minority group. Victim is supported in the aftermath of victimization, as well as in the tensions created by inequality (e.g., need to protect the Black community from discriminatory systems)
  • Examples: being told that you are not responsible for protecting the person(s) who victimized you; helping you think of the pros and cons of disclosing to formal sources, including those that have been and/or continue to be discriminatory against Black people

(Intra)Cultural Pressure

  • Resulting from societal trauma, a negative transformation of (intra)cultural trust; the needs of victims of cultural betrayal trauma are overshadowed by the perceived needs of the perpetrator and/or the entire minority group
  • Examples: being told by a fellow minority to keep problems "in house" and not disclose to law enforcement, therapists, etc. because doing so would reflect poorly on and/or harm the perpetrator, other members of the minority group, and/or the minority group as a whole

Abuse Outcomes

  • Typically-studied outcomes of interpersonal trauma
  • Examples: PTSD (posttraumatic stress disorder); depression; anxiety

Cultural Outcomes

  • Currently un-studied or under-studied outcomes of interpersonal trauma that are identity, cultural, or sociocultural in nature
  • Examples: internalized prejudice; changes to identification with minority identity

© Jennifer M. Gómez, 2018

Condemned To Dance: Cultural Betrayal Trauma Theory

Condemned To Dance: Cultural Betrayal Trauma Theory is an arts-based research project (dissertation and choreography by Jennifer M. Gómez) that tells the story of a fictional group of people called the Wigglies, who are hurt by Oppression and endure cultural betrayal trauma through dance.

As of 12 April 2019, the video has received over 2,300 views.

Frequently Asked Questions (FAQs)

  • Does CBTT treat all minorities as if they are the same?

No. With CBTT, both within-group differences and between-group differences can be systematically examined.

  • Does CBTT propose that there is more trauma, violence, and abuse within minority groups?

No. CBTT says nothing about prevalence of trauma, as within-group trauma occurs across majority and minority groups.

  • Does CBTT assume that between-group trauma—particularly with majority perpetrators and minority victims—is not harmful?

No. CBTT focuses on one facet of trauma (within-group) and does not speak to other forms of trauma (between-group) that themselves may be uniquely harmful in their own way.

  • Does CBTT ignore all the other harmful aspects of trauma (e.g., severity, high betrayal)?

No. CBTT highlights cultural betrayal as a specific contributing factor of trauma outcomes, but also includes characteristics of trauma, interpersonal betrayal, institutional betrayal, judicial betrayal, and other factors.

  • Does CBTT presume that perpetrators of cultural betrayal trauma are actively trying to betray?

No. Similar to betrayal trauma theory, the intent of perpetrators is distinct from the betrayal implicit in the trauma.

  • Do victims of trauma need to explicitly feel cultural betrayal for it to count as such?

No. However, future research should explore if outcomes vary based on individuals' perceptions of cultural betrayal in the trauma.

  • Does CBTT ignore the complexity of identity?

No. CBTT is informed by intersectionality and multiplicity. There are various types of cultural betrayal that a single individual could experience (e.g., ethno-cultural betrayal; gender-cultural betrayal).

  • Isn't CBTT a cultural betrayal in and of itself, as it highlights trauma, violence, and abuse that occurs within minority groups?

No. The ultimate determinant of cultural betrayal is societal trauma. The next responsible party are perpetrators for violating (intra)cultural trust. Disclosing and/or discussing cultural betrayal trauma is not a cultural betrayal.

© Jennifer M. Gómez, 2016

CBTT Publications

Peer-Reviewed
Book Chapters/Dissertation/Scholarly
  • Gómez, J. M., & Freyd, J. J. (2019). Betrayal/trauma. In J. J. Ponzetti (Ed.), Macmillan Encyclopedia of Intimate and Family Relationships: An Interdisciplinary Approach (pp. TBD). Boston, MA: Cengage Learning Inc.

  • Gómez, J. M. (2016, May 11). Cultural betrayal trauma theory. [Dissertation].

  • Gómez, J. M. (2015). Conceptualizing trauma: In pursuit of culturally relevant research. Trauma Psychology Newsletter (American Psychological Association Division 56), 10, 40-44.

  • Gómez, J. (2015). Rape, Black men, and the degraded Black woman: Feminist psychologists’ role in addressing within-group sexual violence. The Feminist Psychologist: Newsletter for the Society of the Psychology of Women (American Psychological Association Division 35), 42, 12-13.

  • Gómez, J. M. (2012). Cultural betrayal trauma theory: The impact of culture on the effects of trauma. In Blind to Betrayal.

Public Scholarship

CBTT Funding

  • 2018: Ford Foundation Postdoctoral Fellowship- National Academies of Sciences, Engineering, & Medicine; $45,000

  • 2015: Ford Foundation Dissertation Fellowship- National Academies of Sciences, Engineering, & Medicine; $25,000

Abbreviated Curriculum Vitae

Last updated October 2019

Affiliation

Wayne State University (WSU)
Assistant Professor
Department of Psychology
Merrill Palmer Skillman Institute for Child & Family Development (MPSI)

Education

Funding

Principle Investigator

  • 2018: Ford Foundation Postdoctoral Fellowship- National Academies of Sciences, Engineering, & Medicine; $45,000
  • 2015: Ford Foundation Dissertation Fellowship- National Academies of Sciences, Engineering, & Medicine; $25,000

Trainee

  • 2019: Trainee Award for the National Science Foundation [NSF] Summer Course on Grant Writing in the Social, Economic, and Behavioral Sciences (SCG)
  • 2018: Trainee Award for the 2018 Summer Training Institute for Research in Child Abuse and Neglect, funded by National Institutes of Health (NIH) National Institute of Child Health and Human Development (NICHD)
  • 2007-09: Bridges to the Baccalaureate Scholar Program funded by National Institutes of Health (NIH), National Institute of General Medical Sciences (NIGMS)

Publications (N = 48)

348 Google Scholar Citations, h-index 12, i10-index 13

Peer-Reviewed Journal Articles (N = 21)

*Winner of the Richard P. Kluft Award for Journal of Trauma & Dissociation 2016 Best Article

*Top 10 Most Cited Article of 2016 in Psychological Trauma: Theory, Research, Practice, & Policy

Book Chapters (N = 4)

  • Gómez, J. M., & Freyd, J. J. (in press). Betrayal/trauma. In J. J. Ponzetti (Ed.), Macmillan Encyclopedia of Intimate and Family Relationships: An Interdisciplinary Approach (pp. TBD). Boston, MA: Cengage Learning Inc.

  • Gómez, J. M. (in press). Exposure to discrimination, cultural betrayal, and intoxication as a Black female graduate student applying for tenure-track faculty positions. In Y. F. Niemann, G. Gutierrez y Muhs, & C. G. Gonzalez, Presumed Incompetent II: Race, Class, Power, & Resistance of Women in Academia (pp. TBD). Logan, UT: Utah State University Press.

  • Gómez, J. M. (2014). Ebony in the ivory tower: Dismantling the stronghold of racial inequality from the inside out. In K. J. Fasching-Varner, R. Reynolds, K. Albert, & L. Martin, (Eds.), Trayvon Martin, Race, and American Justice: Writing Wrong (pp. 113-117). Rotterdam, The Netherlands: Sense Publishers.

  • Gómez, J. M., Smith, C. P., & Freyd, J. J. (2014). Zwischenmenschlicher und institutioneller verrat [Interpersonal and institutional betrayal]. In R. Vogt (Ed.), Verleumdung und Verrat: Dissoziative Störungen bei schwer traumatisierten Menschen als Folge von Vertrauensbrüchen (pp. 82-90). Roland, Germany: Asanger Verlag.

Scholarly Publications (N = 7)

  • Gómez, J. M. (2016, May 11). Cultural betrayal trauma theory [Dissertation].

  • Gómez, J. M. (2015). Conceptualizing trauma: In pursuit of culturally relevant research. Trauma Psychology Newsletter (American Psychological Association Division 56), 10, 40-44.

  • Gómez, J. (2015). Rape, Black men, and the degraded Black woman: Feminist psychologists’ role in addressing within-group sexual violence. The Feminist Psychologist: Newsletter for the Society of the Psychology of Women (American Psychological Association Division 35), 42, 12-13.

  • Noll, L. K., & Gómez, J. M. (2013). Rotating betrayal blindness and the non-linear path to knowing. In Blind to Betrayal.

  • Gómez, J. M. (2013, June). The “Imposter Syndrome”? Dealing with racism from fellow graduate students in psychology. Psych Discourse—News Journal of the Association of Black Psychologists, 47, 23.

  • Gómez, J. M. (2012). Cultural betrayal trauma theory: The impact of culture on the effects of trauma. In Blind to Betrayal.

  • Gómez, J. M. (2011). Anxious attachment as a mediator between child sexual abuse and dating violence victimization among young women. San Diego State University Psychology Honors Thesis Journal, 1, 2-8.

Public Scholarship (N = 16)

Also published here: International Society for Research on Aggression (ISRA)

And here: The Raw Story, Blavity, Medical Xpress, News Republic (App), Newsify (App), Flipboard, Lee Enterprises, Houston Chronicle, Connecticut Post, San Francisco Chronicle/SF Gate, Bozeman Daily Chronicle, Seattle Post-Intelligencer, Stamford Advocate, Menafn, Danbury News-Times, Midland (TX) Reporter Telegram, Idaho Press-Tribune, Other

Grants, Awards, and Honors

Editorial Experience

Lead Co-Editor: 2018-21

Journal of Trauma & Dissociation Special Issue: Discrimination, Violence, & Healing in Marginalized Communities

Co-Editor: 2012-15
Journal of Trauma & Dissociation Special Issue: Self Injury & Suicidality- The Impact of Trauma & Dissociation, Volume 16(3), Spring 2015

Member of Editorial Board: 2019
Psychology of Violence

Member of Editorial Board: 2018-19
Journal of Trauma & Dissociation

Member of Student Editorial Board: 2018-19
Child Maltreatment

Ad-Hoc Peer Reviewer:
Women's Studies: An Interdisciplinary Journal: 2018
Violence Against Women: 2018
Violence & Victims: 2017
Developmental Psychology (co-reviewer): 2017
Child Maltreatment (co-reviewer): 2017
Ethnicity & Health: 2017
Journal of Interpersonal Violence: 2017
Journal of Trauma & Dissociation: 2011-17

Service to the Field

Advisor & Research Team Member
Invited advisor and research team member on Jennifer J. Freyd’s Project on Institutional Courage, 2019

This collaborative special project has two interrelated goals. One is to nurture a research and action agenda for addressing sexual violence through institutional courage. The other is to give birth to an enduring organization with the working name The Center for Institutional Courage (CIC).

Research Summit Experience
Invited attendee of The Critical-Interdisciplinary Sexual Violence Research Summit; funded by the Spencer Foundation Conference Grant, 2019

Professional Presentations (N = 60)

Invited Talks: International (N = 2)

  • Gómez, J. M. (2019, November). Cultural betrayal trauma theory: Violence in higher education. Invited plenary talk for the University of Toronto Sexual, Racial, and (Trans) Gender-Based Violence Prevention in Higher Education: Possibilities & Limitations, Toronto, Canada.

  • Gómez, J. M. (2015, May). Cultural betrayal trauma theory. Invited talk for University of Johannesburg Department of Psychology Colloquium, Johannesburg, South Africa.

Invited Talks: Domestic (N = 15)

  • Gómez, J. M. (2019, August). How to create and test a new scientifically sound theory: Lessons from cultural betrayal trauma theory. Invited talk for Georgia State University Graduate Research Intensive Program, Atlanta, GA.

  • Gómez, J. M. (2019, June). Responsibilities of a psychology professor. In M. McKesson (Chair), Professions in Education. Symposium at the Minds Matter Detroit 2nd Annual Citywide Career Day Panelist, Detroit, MI.

  • Gómez, J. M. (2019, April). What makes sexual violence in the Black community uniquely traumatic? Answers from cultural betrayal trauma theory. Invited talk at the Association of Black Psychologists (ABPsi) Detroit Chapter, Sexual Assault in the Black Community: Treatment, Healing and Community Transformation, Detroit, MI.

  • Gómez, J. M. (2019, April). Cultural betrayal perspective on healing. In M. Rodríguez (Chair), Sexual assault in the Black community. Symposium at the Association of Black Psychologists (ABPsi) Detroit Chapter, Sexual Assault in the Black Community: Treatment, Healing and Community Transformation, Detroit, MI.

  • Gómez, J. M. (2019, February). Cultural betrayal trauma theory: Inequality and healing. Invited talk for Georgia State University Center for the Study of Stress, Trauma, and Resilience Colloquia Series, Atlanta, GA.

  • Gómez, J. M. (2018, September). Managing work-life balance, pressure, and imposter syndrome for graduate students. In S. Thomas (Chair), Persistence and financial planning for graduate school. Symposium conducted at The Fall Michigan Alliances for Graduate Education and the Professoriate (AGEP) Conference, East Lansing, MI.

  • Gómez, J. M. (2018, April). Cultural betrayal trauma theory: New horizons in trauma research. Invited talk for 2018 Virginia State University Seventh Black Psychology Research Conference, Petersburg, VA.

  • Gómez, J. M. (2017, September). Cultural betrayal trauma theory: Impact of inequality and identity. Invited talk for University of Michigan Department of Psychology Personality & Social Contexts Area Brownbag, Ann Arbor, MI.

  • Gómez, J. M. (2016, April). Sexual violence at college: From betrayal and inequality to research and action. Invited talk for University of Oregon Psi Chi Speaker Series, Eugene, OR.

  • Gómez, J. M. (2016, February). Dance Theatre of Harlem: Apartheid and dancing through barriers. Invited talk for University of Oregon Black History Month Celebration: Black, Then and There: A Tribute to the Harlem Renaissance, Eugene, OR.

  • Gómez, J. M. (2015, November). The psychology of betrayal trauma: Implications for understanding sexual violence. Invited Keynote Address for the Annual Center For Community Counseling Mental Health Conference: Roadmap to the Prevention and Treatment of Sexual Violence, Eugene, OR.

  • Gómez, J. M. (2015, September). Oppression and campus sexual violence: The need for inclusivity in research, intervention, and advocacy. Invited talk for the University of Oregon Social Justice Summit, Eugene, OR.

  • Gómez, J. M. (2015, January). Exclusion and institutional betrayal: A psychological perspective of Black life at University of Oregon. In C. Jackson (Chair), A hidden history: Contextualizing Oregon’s Historical and sociological African American migration. Invited talk for the University of Oregon Center for Multicultural Academic Excellence Panel for the Martin Luther King, JR. Week of Events, Eugene, OR.

  • Gómez, J. M. (2014, June). The psychology of betrayal trauma: Interpersonal, institutional, & cultural. Center for Community Counseling, Eugene, Invited talk for the Center for Community Counseling Speaker Schedule, Eugene, OR.

  • Ulloa, E. C., & Gómez, J. M. (2010, May). Understanding teen and young adult relationship violence. Invited Talk for the Alliant University Forensic Psychology Society Colloquium, San Diego, CA.

Invited Talks: Wayne State University (N = 7)

  • Gómez, J. M. (2019, February). Developing cultural betrayal trauma theory: Challenges and successes. Invited talk at Wayne State University ReBUILD Program Speaker Series, Detroit, MI.

Gómez, J. M. (2019, January). Creating cultural betrayal trauma theory: Tribulations and successes. Paper presentation at Wayne State University Department of Psychology Diversity Discussion Series, Detroit, MI.

  • Gómez, J. M. (2018, September). Cultural betrayal trauma theory: Discrimination, violence, and healing. Invited talk for the Wayne State University Department of Psychiatry & Behavioral Neurosciences Chairman’s Grand Rounds, Detroit, MI.

  • Gómez, J. M. (2018, January). Cultural betrayal trauma theory: Violence in minority populations. Invited talk for Wayne State University School of Social Work Brownbag Series, Detroit, MI.

  • Gómez, J. M. (2017, December). The road (so far) of cultural betrayal trauma theory: Tribulations and successes. Invited talk for Wayne State University Department of Psychology Diversity Discussions Series, Detroit, MI.

  • Gómez, J. M. (2017, December). Spotlight on cultural betrayal trauma theory. Invited talk for Wayne State University Spotlight on Postdoctoral Scholar Award, Detroit, MI.

  • Gómez, J. M. (2017, September). Cultural betrayal trauma theory: How inequality impacts trauma outcomes. Invited talk for Wayne State University Department of Psychology Clinical Psychology Research Seminar, Detroit, MI.

Paper Presentations (N = 17)

  • Gómez, J. M. (2019, June). Campus sexual violence, gender, and cultural betrayal in ethnic minority students. In K. Holland (Chair), Identities and institutions: Examining issues of diversity in college sexual assault. Symposium conducted at the 2019 Society for the Psychological Study of Social Issues (SPSSI) Conference, San Diego, CA.

  • Gómez, J. M. (2019, April). Dance Theatre of Harlem: Sharing Arthur Mitchell’s legacy in promoting equality through the arts. Paper presentation at Wayne State University Merrill Palmer Skillman Institute for Child & Family Development, Detroit, MI.

  • Gómez, J. M. (2019, March). Cultural betrayal trauma, dissociation, and hallucinations in ethnic minorities. Paper presentation at the International Society for the Study of Trauma & Dissociation (ISSTD) 36th Annual Conference, New York, NY.

  • Gómez, J. M. (2019, February). Cultural betrayal trauma and hallucinations in ethnic minority college students: One-Minute Flash. Paper presentation at the 2019 U.S. National Academy of Sciences Kavli Frontiers of Science Symposium, Irvine, CA.

  • Gómez, J. M. (2018, September). Cultural betrayal trauma theory: What We Know. Paper presentation at the University of Michigan Institute for Social Research Racism Lab, Ann Arbor, MI.

  • Gómez, J. M. (2018, March). Institutional betrayal against people who use drugs. In R. Thompson (Chair), How the treatment/recovery narrative perpetuates harm and human rights violations. Symposium conducted at the United Nations 61st Session of the Commission on Narcotic Drugs 2018 Side Events, Vienna, Austria.

  • Gómez, J. M. (2018, March). Cultural betrayal trauma theory: Theory, evidence, and future directions. Paper presentation for Wayne State University Merrill Palmer Skillman Institute Child & Family Development Colloquium Series, Detroit, MI.

  • Gómez, J. M. (2018, March). Cultural betrayal tauma theory: Inequality, violence, and healing. Merrill Palmer Skillman Institute Child & Family Development Board Meeting, Detroit, MI.

  • Gómez, J. M. (2017, December). What is cultural betrayal trauma theory: Understanding inequality in victimization. Paper presented to University of Michigan Institute of Social Research Racism Lab, Ann Arbor, MI.

  • Gómez, J. M. (2017, November). Future directions in cultural betrayal trauma theory. Paper presented to Merrill Palmer Skillman Institute Steering Committee, Detroit, MI.

  • Gómez, J. M. (2017, September). Introducing cultural betrayal as a new dimension of harm: Intra-racial vs. interracial trauma. Paper presented at Michigan Regional Postdoctoral Symposium, Detroit, MI.

  • Gómez, J. M. (2017, April). Insomnia and depression among Black and White suicidal military members. Paper presented at the Medical University of South Carolina Sleep & Anxiety Treatment and Research Program Sleep Seminar, Charleston, SC.

  • Gómez, J. M., Smith, C. P., & Freyd, J. J. (2017, April). Minority students' experience of discrimination and institutional betrayal. Paper presentation at The Pacific Sociological Association’s 88th Annual Meeting/Conference: Institutional Betrayal: Inequity, Discrimination, Bullying, and Retaliation in Academia, Portland, OR.

  • Gómez, J. M. (2015, September). Sexual trauma, internalized prejudice, and ethnic identity: The impact of cultural betrayal. Paper presented at the 2015 Conference of Ford Fellows, Washington, D.C.

  • Gómez, J. M., & Freyd, J. J. (2012, October). Non-suicidal self injury, child sexual abuse, & hallucinations: An exploratory study. Paper presentation presented at the University of Oregon Department of Psychology Colloquium: First Year Projects, Eugene, OR.

  • Miller, T., Gómez, J. M., Ulloa, E. C., & Hokoda, A. (2010, September). Association between dating violence victimization & perpetration among adolescents. Paper presentation presented at the Institute of Violence, Abuse, and Trauma International Conference, San Diego, CA.

  • Gómez, J. M, Braga, D., Ulloa, E. C., & Hokoda, A. (2010, April). Helpless attributions as mediator between dating violence victimization and depression: Differences by gender. Paper presentation presented at the Western Psychological Association Regional Conference, Cancun, México.

Poster Presentations (N = 19)

  • Gómez, J. M. (2019, February). Cultural betrayal trauma and hallucinations in ethnic minority college students. Poster presentation at the 2019 U.S. National Academy of Sciences Kavli Frontiers of Science Symposium, Irvine, CA.

  • Gómez, J. M. (2018, April). Cultural betrayal trauma theory as a guide for examining gender differences in trauma-related hallucinations in Latino youth. Society for Research on Adolescence Biennial Meeting, Minneapolis, MN.

  • Gómez, J. M. (2017, September). Testing cultural betrayal trauma theory: Within-group violence victimization among Black college students. Poster presented at the 22nd International Summit on Violence, Abuse & Trauma: Building Peace by Linking Research, Practice, Advocacy & Policy to End Violence & Abuse, San Diego, CA.

  • Gómez, J. M., & Freyd, J. J. (2017, September). Psychological outcomes of within-group sexual violence: Evidence of cultural betrayal. Poster presented at the 22nd International Summit on Violence, Abuse & Trauma: Building Peace by Linking Research, Practice, Advocacy & Policy to End Violence & Abuse, San Diego, CA.

  • Gómez, J. M., Rosenthal, M. N., Smith, C. P., & Freyd, J. J. (2015, August). Participant reactions to sexual violence questionnaires: Implications for campus climate surveys. Poster presented at the 20th International Summit & Training on Violence, Abuse & Trauma, San Diego, CA.

  • Gómez, J. M., & Freyd, J. J. (2014, October). *Changes in identity as a result of betrayal trauma? *Poster presented at the 31st annual meeting of the International Society for the Study of Trauma and Dissociation, Long Beach, CA.

  • Gómez, J. M., & Freyd, J. J. (2014, June). What’s in a name? Variability in identification with minority identity. Poster presented at The Third Biennial American Psychological Association Division 45 Research Conference, Eugene, OR.

  • Gómez, J. M., & Freyd, J. J. (2014, June). Sexual trauma, cultural betrayal, and PTSD within cultural minorities. Poster presented at The Third Biennial American Psychological Association Division 45 Research Conference, Eugene, OR.

  • Gómez, J. M., Smith, C. P., & Freyd, J. J. (2014, June). Minority students’ experience of discrimination and institutional betrayal. Poster presented at The Third Biennial American Psychological Association Division 45 Research Conference, Eugene, OR.

  • Gómez, J. M., & Freyd, J. J. (2014, April). Dissociation, high betrayal child sexual abuse, and hallucinations. Poster presented at the Western Psychological Association Conference, Portland, OR.

  • Gómez, J. M., & Freyd, J. J. (2013, August). High betrayal child sexual abuse, self injury, & hallucinations. Poster presented at the 121st Annual Convention of the American Psychological Association, Honolulu, HI.

  • Braga, D., Gómez, J. M., Hokoda, A., & Ulloa, E. C. (2010, August). Anxious attachment as a mediator between anger control and dating violence perpetration. Poster presented at the 119th Annual Convention of the American Psychological Association, San Diego, CA.

  • Gómez, J. M., Ulloa, E. C., & Hokoda, A. (2009, November). Child sexual abuse as a correlate to the perpetration and victimization of dating violence. Poster presented at the Annual Biomedical Research Conference for Minority Students, Phoenix, AZ.

  • Gómez, J. M., Braga, D., Lewis, M., Hokoda, A., & Ulloa, E. C. (2009, September). Attributional styles, dating violence victimization, and depression: A mediation model. Poster presented at the Institute of Violence, Abuse, and Trauma International Conference, San Diego, CA.

  • Lewis, M., Gómez, J. M., Weldon, A., Miller, T., Ulloa, E. C. & Hokoda, A. (2009, September). Anger control: A mediator between parental conflict and dating violence. Poster presented at the Institute of Violence, Abuse, and Trauma International Conference, San Diego, CA.

  • Gómez, J. M., Antônio, T., Koller, S., Hokoda, A., Ulloa, E. C., Miller, T., & Jordan, B. (2009, April). Teen relationship violence among Brazilian homeless youth: A descriptive study. Poster presented at the Western Psychological Association Regional Conference, Portland, OR.

  • Stamper, B., Gómez, J. M., Hokoda, A., & Ulloa, E. C. (2009, April). Examining the relationship between jealousy and sexual violence in teen dating relationships. Poster presented at the Western Psychological Association Regional Conference, Portland, OR.

  • Baeressan, K., Gómez, J. M., Akré, E., Ulloa, E. C., & Hokoda, A. (2008, September). Examining depression, harmful family influences, and adolescent dating violence: A mediational model. Poster presented at the Institute of Violence, Abuse, and Trauma International Conference, San Diego, CA.

  • Akré, E., Gómez, J. M., Hokoda, A., & Ulloa, E. C. (2008, April). Examining depression, family conflict, and teen relationship violence in Mexican adolescents: A mediation model. Poster presented at the Western Psychological Association Regional Conference, Irvine, CA.

Teaching Experience

  • Instructor: 1 upper division undergraduate course
  • Co-Instructor: 1 upper division undergraduate course
  • Lab Instructor: 2 undergraduate statistics courses
  • Teaching Assistant: 18 undergraduate courses
  • Guest Lecturer: 18 lectures in undergraduate courses
  • Guest Speaker: 10 talks to undergraduate and graduate courses, seminars, workshops, and lab meetings

MEDIA APPEARANCES (N = 18)

Today@Wayne (2019, May). How sex abuse harms the Black community.

Merrill Palmer Skillman Institute for Child & Family Development (2019). MPSI 2017/2018 Report.

Carpenter, J. (2019, February 25). Serena Williams' Nike ad exposes the double standards women face at work. CNN Business.

Today@Wayne (2019, February 8). Board of Governors honors Mathur.

Wayne State University Graduate School (2018). Postdoctoral to faculty transition (PFT) fellow, Jennifer Gómez, receives Ford Foundation Fellowship.

Carpenter, J. (2018, November 28). Minority employees are often asked to work double-duty. CNN Business.

Carpenter, J. (2018, March 5). The ‘emotional tax’ afflicting women of color at work. CNN Money.

Today@Wayne (2018, February 16). A time for arrogance.

Deep, C. (2017). New trauma theory examines cultural betrayal. Imprints Newsletter (Fall 2017), Merrill Palmer Skillman Institute for Child & Family Development, Wayne State University, 1-2.

Wayne State University News Room (2017). Postdoctoral to faculty transition fellowship program welcomes first cohort.

DuBois, R. (2017). Medical University of South Carolina College of Medicine Update: July 7, 2017.

Uhde, T. W. (2017). Medical University of South Carolina Psychiatry Chair Update: July 6, 2017.

Association of Black Psychologists Student Circle Research (2017). Student Spotlight: Dissertation— Cultural Betrayal Trauma Theory.

University of Oregon Division of Equity and Inclusion (2016). University of Oregon Division of Equity and Inclusion Community Portraits presents Jennifer M. Gómez.

University of Oregon Graduate School (2016). A Promising Scholar’s path from ballet to her own theory about culture and betrayal in trauma.

Tsai, V. (2015). Graduate Student Spotlight: Jennifer Gomez. Psychobabble, Fall Term, 2.

Chesler, P., Caplan, P. J., & Gómez, J. M. (2014, January 22). Feminism and Betrayal. Harvesting Happiness with Lisa Cypers Kamen Radio Show, Invited Speaker.

South Bank Show (2004). Dance Theatre of Harlem feature on the South Bank Show (UK).

AFFILIATIONS

  • 2019: Project on Institutional Courage
  • 2018-19: University of Michigan Injury Prevention Center
  • 2017-19: National Center for Institutional Diversity (NCID)- Diversity Scholars Network
  • 2017-19: University of Michigan Institute for Social Research RacismLab
  • 2017-18: National Postdoctoral Association
  • 2013-17: Association of Black Psychologists