Anna Stetsenko
Position: Professor
Programs: Urban Education | Psychology
Campus Affiliation: Graduate Center
Phone: 212-817-8711
Training Area: Human Development
Research Interests: Cultural-historical and activity theory perspectives on the development of self, cognition, and gender; learning and development.
Anna Stetsenko has published widely on cultural-historical activity theory, Vygotskian approach, and human development in English, Russian, Italian, and German. She came to CUNY in 1999 with years of experience acquired in leading research centers around the world, including Moscow State University and the Russian Academy of Education, Max Planck Institute of Human Development and Education in Berlin, the University of Bern, Switzerland, and the Center for Cultural Studies in Vienna. She was head of the Graduate Center’s developmental psychology subprogram from 2001 to 2009.

Stetsenko has published in many leading international journals, most recently Human Development; New Ideas in Psychology; Mind, Culture & Activity; Pedagogies: An International Journal; Cultural Studies of Science Education; and European Journal of Social Psychology, and in edited book volumes. She authored The Birth of Consciousness (2005, Moscow) and coedited Voices within Vygotsky’s Non-Classical Psychology: Past, Present, Future (2002). She serves on editorial boards of several journals and presents her work at international conferences and other venues. Recent presentations include a keynote address at the Northern European Congress on Education (NERA, Iceland, 2013) and speaking tours in South Africa (University of Johannesburg and University of Cape Town, 2012) and Brazil (universities in Porto Alegre, Curitiba, and São Paolo, 2010).
Stetsenko’s work has been supported by grants from the National Science Foundation (NSF), Swiss Science Foundation, and Jacobs Foundation (Switzerland). Her recent research grant was a two-year exploratory project, titled “The Scientific Thinker Project,” with Sue Kirch and Catherine Milne from NYU. This project involved third- and fourth-grade students at New York City public schools in a study that implemented science curricula to engage the students’ thinking about the nature and status of scientific evidence and the process of knowledge construction.