Victoria Lam

Victoria Lam’s research primarily focuses on literacy skills acquisition, content-based instruction, intersectionality in STEM education, the experiences of faculty in academia, and educational policy and practice. Grounded in Paulo Freire’s critical pedagogy, Victoria explores each research topic and line of inquiry through an equity and anti-racism lens. She is currently working on a research project exploring the interplay between linguistic hegemony and teaching English to speakers of other languages (TESOL) pedagogy, and how the findings may inform policy and practice in response to change in the American education system. Her doctoral dissertation examined the lived experiences of women faculty of color who teaches TESOL and bilingual education and STEM in academia, and, in the qualitative study, Critical Race Theory (CRT) was employed as a theoretical framework to understand and address the challenges of the hegemonic norms that have contributed to the marginalization of historically underrepresented groups. Victoria holds an Ed.D. from Northeastern University in Curriculum, Teaching, Learning, and Leadership, an M.S. from Mercy College in School Administration and Supervision and a Certificate in School Administration and Supervision, and a B.A. from the State University of New York at Buffalo in Anthropology with concentrations in biological anthropology and chemistry.

Victoria has taught in the NYC Public School system, private schools, nonprofit and for-profit organizations, and overseas in Korea and Thailand including as a volunteer on Easter Island, on the Thailand-Myanmar border, and in Morocco. At the secondary level, Victoria has mentored new teachers and taught chemistry, physics, biology, environmental science, earth science, and math to multilingual learners (MLs) and non-MLs, both with and without an individualized education program (IEP), in mainstream STEM and bilingual STEM classes. In addition, she has mentored and taught undergraduate and graduate students at a variety of higher education institutions in education including special education, speech communication, college writing, developmental English, and English as a second language (ESL).