About

Jonathan A. Gómez is an assistant professor of musicology at the University of Michigan School of Music, Theatre & Dance. His research focuses on Black American musics of the twentieth and twenty-first centuries, particularly popular musics, and is situated at the intersection of music studies and Black studies. Gómez is working on a book project titled “The Way We Play: Hearing Black American History and Musical Identity,” which explores how Black Americans hear and represent themselves in musical sound. His work has been published in the Journal of the American Musicological Society. Gómez is also an active jazz saxophonist, having studied jazz and improvisation with notable musicians such as Gary Keller, Mark Small, Phil Doyle, Rich Perry, Hal Crook, and George Garzone. He can be heard on recordings including Roberto Magris’s 2017 album Live in Miami @ the WDNA Jazz Gallery and Geo Trio’s 2019 album We Made an Album! Gómez earned a Ph.D. in Music with a secondary field in African and African American Studies from Harvard University in November 2022, an M.A. in Musicology from Michigan State University in 2018, and a B.M. in Studio Music and Jazz from the University of Miami’s Frost School of Music in 2016. Prior to his current position, he taught at the University of Southern California’s Thornton School of Music.

Research topics

• Humanities
• Psychology
• Philosophy

Selected publications

• Técnicas de aprendizaje para niños en etapa preescolar con dislexia aplicando Inteligencia Artificial

  Convergence Tech · 2021

  1st authorCorresponding
  • Humanities
  • Humanities
  • Psychology

  El presente estudio analiza las técnicas de aprendizaje que pueden mejorar la formación de niños en etapa preescolar, el previo análisis pretende encontrar modelos y patrones que buscan de forma precisa como dar una solución de forma eficiente ante los problemas, conjuntamente con tecnologías que se encuentran en tendencia y su desarrollo es constante, con un campo aplicativo extenso, tal es el caso de la inteligencia artificial. El uso de tecnologías agiles no solo facilita un óptimo desarrollo en cuanto a la obtención de un producto cuyo objetivo es acaparar las expectativas y al mismo tiempo que cumpla la rama de investigación y todos los parámetros establecidos, en cuanto a la dislexia es un problema que dificulta el aprendizaje y el desarrollo de las capacidades lectoras y lingüísticas en niños de preescolar (4 a 6 años), por lo tanto, la implementación de ciertas tecnologías debe de acoplarse a las necesidades presentes en el sujeto. La parte aplicativa consta de un sitio web que busca ser interactivo mediante la aplicación de una evaluación de las capacidades intelectuales que determina si el niño presenta o no un trastorno disléxico. Luego de la prueba de inicio el sitio tendrá varios módulos en las cuales se podrá fortalecer las distintas capacidades y habilidades del usuario. La I.A cumple un rol fundamental durante este proceso ya que en base al análisis de respuestas e interacciones permitirá una mayor interactividad de la web y las funciones establecidas.

  PublisherDOI

• Avoid Pitfalls in Planning for Graduate School

  Eye on Psi Chi Magazine · 2011-01-01

  article1st authorCorresponding
  PublisherDOI

• Psychological services to Spanish-speaking populations: A model curriculum for training competent professionals.

  Training and Education in Professional Psychology · 2011-05-01 · 33 citations

  article
  PublisherDOI

• Adults Returning to School: The Impact on Family and Work

  The Journal of Psychology · 2004-01-01 · 71 citations

  articleSenior author

  The authors examined the impact of attending a Weekend College (WEC) program on adult students' family, work, and social life. Student participants responded to a 26-item questionnaire and three open-ended questions. Regression analyses of the 566 completed surveys revealed that satisfaction with school and support from family and the work place were predictive of lower levels of stress. Content analyses of responses to open-ended questions showed that expected stress was the result of time constraints but also highlighted the positive aspects of continuing one's education. The study includes suggestions for designing programs to meet the needs of adult students.

  PublisherDOI

• The Relationship between Internalization and Self-Esteem among Black Adults

  Sociological Focus · 2002-02-01 · 73 citations

  articleSenior author

  Abstract We address whether individual variation in internalization of positive or negative racial stereotypes was associated with low levels of self-esteem in a national probability sample of 2,107 self-identified black adults interviewed face-to-face in 1980 (National Survey of Black Americans). Rejection of positive stereotypes and acceptance of negative stereotypes were statistically linked to declining levels of self-esteem, controlling for background variables such as gender, region, education, age, income, marital status, and skin color. Weak evidence was found to suggest that the relationship between negative stereotype acceptance and self-esteem depended upon how close respondents felt to other blacks. We advocate that closer attention be given to conceptualizing internalization and measuring its psychological impact among stigmatized groups exposed to social discrimination.

  PublisherDOI

• Attributional Tendencies for Unfair Treatment Measure

  PsycTESTS Dataset · 2001-01-01

  dataset1st authorCorresponding
  PublisherDOI

• Does Discrimination Terminology Create Response Bias in Questionnaire Studies of Discrimination?

  Personality and Social Psychology Bulletin · 2001-05-01 · 45 citations

  article1st authorCorresponding

  Gender or race terminology in assessment instruments used for discrimination research may influence the self-report of experienced discrimination. The authors assessed the frequency of negative events associated with typical reports of discrimination while manipulating instructions to prepare respondents for questions about discriminatory events versus everyday life events. Samples of 135 White females and 170 African Americans were examined independently. Self-reports of the frequency of experienced discrimination varied according to the type of instructions given, with higher scores occurring in the discrimination-instructions condition. Attributional tendency for unfair or bad treatment and membership in pro-ingroup organizations are two respondent characteristics that relate to response bias. The authors suggest more extensive research on the complex issues involved in producing psychometrically sound depictions of the frequency of modern discrimination through the use of self-report questionnaire items.

  PublisherDOI

• Clinician attributions associated with the diagnosis of schizophrenia in African American and non-African American patients.

  Journal of Consulting and Clinical Psychology · 2000-01-01 · 90 citations

  articleSenior author

  The authors examined the schizophrenia diagnosis in 292 psychiatric inpatients in a largely African American community. Clinicians completed a free-response questionnaire that described their diagnostic decisions. Psychotic symptoms such as hallucinations, which were attributed to African American and non-African American patients at different rates, did not necessarily correspond to differences in diagnostic rates. Rather, symptoms not differentially attributed between groups often corresponded with higher rates of schizophrenia for African American patients. Attributions of negative symptoms showed the largest differences between African American and non-African American patients in rates of schizophrenia diagnosis; thought disorder equalized rates of the diagnosis between the 2 groups of patients. Logistic regression analyses suggested that different aggregate decision models were applied to patients of differing race.

  PublisherDOI

• Clinician attributions associated with the diagnosis of schizophrenia in African American and non-African American patients.

  Journal of Consulting and Clinical Psychology · 2000-02-01 · 84 citations

  articleSenior author
  PublisherDOI

• Psychiatric diagnosis of African Americans: diagnostic divergence in clinician-structured and semistructured interviewing conditions.

  PubMed · 1999-11-01 · 87 citations

  articleSenior author

  This study is a primary data collection that varied patient race and diagnosis and used two diagnostic interviewing conditions: one clinician-structured (phase one) and the other a semi-structured diagnostic instrument (phase two). Four basic research questions are addressed: What is the relationship between race and the hospital diagnosis? How is race related to diagnosis in both research interviewing conditions? Why does diagnostic concordance between the hospital diagnosis and the research diagnosis vary by research interviewing condition? Is diagnostic concordance between the hospital and research diagnosis influenced by patient race? A total of 291 patients completed an interview during phase one, while 665 patients completed an interview during phase two. Blacks were more likely to receive a hospital diagnosis of schizophrenia and less likely to be diagnosed with mood disorder. Patient race was similarly related to the research diagnoses produced in the clinician-structured research condition (phase one). Although less pronounced, a higher percentage of African Americans than whites received a diagnosis of schizophrenia using the semi-structured DSM-III-R Symptom Checklist (phase two). The black-white distribution for mood disorders showed that whites were more likely than blacks to be diagnosed with mood disorder.

  Publisher

Frequent coauthors

• Steven J. Trierweiler

  7 shared

• Harold W. Neighbors

  Tulane University

  3 shared

• Victoria Jackson Binion

  3 shared

• Cheryl C. Munday

  University of Detroit Mercy

  3 shared

• Estina E. Thompson

  Kaiser Permanente Washington Health Research Institute

  3 shared

• Joan L. Biever

  Our Lady of the Lake University

  2 shared

• R. Cusack

  1 shared

• Javier Jadán

  1 shared