Victoria Hand
Biographic Data
| ID | 4643123 |
|---|---|
| NAME | Victoria Hand |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Hand |
| SIGNATURE | HAND V |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0003-1622-7130 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 1 |
Conflicting narratives of success in mathematics and science education: Challenging the achievement-motivation master narrative
A prominent feature of education in the United States is the widespread endorsement of an achievement narrative, which links individual motivation and effort to academic achievement. In mathematics and science domains, this narrative is often coupled with one that special intelligence is required for people to do math and science. We argue that such narrative are especially problematic for students from non-dominant backgrounds, since de-racializ…
(Re)Framing Educational Possibility: Attending to Power and Equity in Shaping Access to and within Learning Opportunities
Accounts of how culture constitutes the learning activities we accomplish with others are flourishing. These accounts illustrate how participants draw upon, adapt, and contest historically situated social practices, tools, and relations to accomplish their learning goals [Vygotsky: Cambridge, Harvard University Press, 1978]. Yet, they often lack attention to the ways that these social features reify and are reified by broader power structures and…
Contents Vol. 55, 2012
The Co-Construction of Opposition in a Low-Track Mathematics Classroom
Student opposition in school is traditionally cast in terms of individual dispositions, whereby particular students or groups of students are said to “resist” or “oppose” school structures and identities aligned with the dominant cultural group. The author examined instead how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions. Analysis of the classroom interaction rev…
Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms
From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics
This study explored support for engagement in 2 settings: a high school basketball team and high school mathematics classrooms. Specifically, the study examined 3 aspects of these practices: (a) access to the domain, (b) opportunities to take on integral roles, and (c) opportunities for self-expression in the practice. Drawing on videotape and interview data from 2 African American high school students' participation in basketball and mathematics…
Exploring Sociocultural Perspectives on Race, Culture, and Learning
This article explores the potential uses and extensions of sociocultural theoretical perspectives for integrating and further developing research on race, culture, and learning. Two bodies of literature are discussed and synthesized: (1) sociocultural theory and (2) studies on race, culture, and learning. The article proposes how a sociocultural lens might provide insight and suggests new lines of research on issues of race, culture, and learning…
Operationalizing Culture and Identity in Ways to Capture the Negotiation of Participation across Communities
The Co-Construction of Opposition in a Low-Track Mathematics Classroom
Student opposition in school is traditionally cast in terms of individual dispositions, whereby particular students or groups of students are said to “resist” or “oppose” school structures and identities aligned with the dominant cultural group. The author examined instead how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions. Analysis of the classroom interaction rev…
Conflicting narratives of success in mathematics and science education: Challenging the achievement-motivation master narrative
A prominent feature of education in the United States is the widespread endorsement of an achievement narrative, which links individual motivation and effort to academic achievement. In mathematics and science domains, this narrative is often coupled with one that special intelligence is required for people to do math and science. We argue that such narrative are especially problematic for students from non-dominant backgrounds, since de-racializ…
Exploring Sociocultural Perspectives on Race, Culture, and Learning
This article explores the potential uses and extensions of sociocultural theoretical perspectives for integrating and further developing research on race, culture, and learning. Two bodies of literature are discussed and synthesized: (1) sociocultural theory and (2) studies on race, culture, and learning. The article proposes how a sociocultural lens might provide insight and suggests new lines of research on issues of race, culture, and learning…
Operationalizing Culture and Identity in Ways to Capture the Negotiation of Participation across Communities
From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics
This study explored support for engagement in 2 settings: a high school basketball team and high school mathematics classrooms. Specifically, the study examined 3 aspects of these practices: (a) access to the domain, (b) opportunities to take on integral roles, and (c) opportunities for self-expression in the practice. Drawing on videotape and interview data from 2 African American high school students' participation in basketball and mathematics…
Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms
The Co-Construction of Opposition in a Low-Track Mathematics Classroom
Student opposition in school is traditionally cast in terms of individual dispositions, whereby particular students or groups of students are said to “resist” or “oppose” school structures and identities aligned with the dominant cultural group. The author examined instead how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions. Analysis of the classroom interaction rev…
(Re)Framing Educational Possibility: Attending to Power and Equity in Shaping Access to and within Learning Opportunities
Accounts of how culture constitutes the learning activities we accomplish with others are flourishing. These accounts illustrate how participants draw upon, adapt, and contest historically situated social practices, tools, and relations to accomplish their learning goals [Vygotsky: Cambridge, Harvard University Press, 1978]. Yet, they often lack attention to the ways that these social features reify and are reified by broader power structures and…
Contents Vol. 55, 2012
Conflicting narratives of success in mathematics and science education: Challenging the achievement-motivation master narrative
A prominent feature of education in the United States is the widespread endorsement of an achievement narrative, which links individual motivation and effort to academic achievement. In mathematics and science domains, this narrative is often coupled with one that special intelligence is required for people to do math and science. We argue that such narrative are especially problematic for students from non-dominant backgrounds, since de-racializ…
Psychology (7 works) · Sociology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Social Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Political science (3 works) · Computer Science (2 works) · Critical Race Theory in Education (2 works) · Education and Technology Integration (2 works)