some of us are brave
I am an assistant professor of sociology at Virginia Commonwealth University and a faculty associate at the Berkman Center for Internet & Society at Harvard.
I am the author of “Lower Ed: How For-Profit Colleges Deepen Inequality”, forthcoming from The New Press in fall 2016.
I am co-editor (with Karen Gregory and Jessie Daniels) of “Digital Sociologies”, forthcoming from UK Policy Press in winter 2016.
I am also co-editor of “For-Profit U”, with Sandy Darity, currently under contract with Palgrave MacMillan.
I have two current projects, in various stages of proposal, data collection, and analysis. First is a project on technological change, classification situations (Fourcade and Healy, 2014), and racialization. A second project examines how vulnerable workers pursue non-traditional credentials like badges and bootcamp certifications.
I serve in various leadership capacities: editorial board of Contexts, the public sociology journal of the American Sociological Association, steering committee of SocArXiv, board member of DocNow (Mellon funded social media archival project focused on examining inequality); co-chair of the Sociologists for Women in Society academic justice committee, contributor at The Society Pages, and co-organizer of the American Sociological Association’s social media preconference.
I am a contributing writer at The Atlantic and contributing editor at Dissent.
You can email me at tressiemc at gmail dot com or tmcottom at vcu dot edu.
The latest version of my CV that I can manage to have at any given time can be found here: McMillan Cottom 2016 CV.
Tressie McMillan Cottom is an assistant professor of sociology at Virginia Commonwealth University (Fall 2015). She is a faculty associate at the Berkman Center for Internet & Society. She earned her Ph.D. in Sociology from Emory University in Atlanta, GA with a case study of the political economy of for-profit colleges in the era of financialized U.S. higher education.
Tressie’s current research examines how we learn for work in the new economy. That includes thinking about academic capitalism, labor market correspondence, for-profit and online credentials, and media interactions. You can find her with FemBot, SSS, ASA, and SWS.
Tressie lectures and publishes widely. Currently, she is a contributing editor with Dissent and a contributing writer with The Atlantic. She has been invited to speak on issues of education, race, gender, social movements and inequality at the White House, MIT, the Carter G. Woodson Institute at the University of Virginia, Duke, UGA, GSU, UC-Irvine as well as national and international public policy agencies in Canada, New Zealand and across the U.S. Her public writing has appeared in Inside Higher Education, The Chronicle of Higher Education, Slate, Dissent Magazine, and The New York Times. Additionally, she has appeared on NPR and Dan Rather Reports.
In 2014, she was selected as a PhD Intern at the Microsoft Research Network’s Social Media Collective in Cambridge, MA. She is also a former research fellow at the Center for Poverty Research at UC-Davis. As a fellow, she wrote a public policy brief (forthcoming) that examines the link between 1996 changes that purported to “end welfare as we know it” and the rise in for-profit workforce credentials among poor women. She is honored to join the Barnard Center for Research on Women as an organizing consultant for their 40th anniversary Scholar & Feminist conference on gender and education. She will be co-editing a special journal issue based on conference papers. With colleagues Jessie Daniels and Karen Gregory, she is currently working on a published volume of emerging discussions in Digital Sociology.
Tressie considers teaching a foundational research activity. She teaches introductory sociology courses and has developed seminars in contemporary stratification (post-Great Recession), critical university studies, and technology and inequality. Her students seem to enjoy her pedagogical enthusiasm. To be fair, students do occasionally complain that she threatens to incorporate interpretative dance into lectures. Tressie thinks they doth protest too much.