Department/College/UnitSocial Sciences Division

TitleLecturer
Assistant Project Scientist

AffiliationFaculty

Other UCSC Campus AffiliationPsychology Department

Office HoursWinter 2025: Mondays, 2-4 p.m. (zoom link on syllabus)

Mail StopEducation Department

Biography, Education and Training

Ph.D., Education

University of California, Santa Cruz, 2021

M.A., Education

University of California, Santa Cruz, 2017

M.A., English Composition 

San Francisco State University, 2014

B.A., Psychology, minor Human Sexuality Studies

San Francisco State University, 2011

Research Interests

I research how to create and support greater equity in higher education; specifically, I'm interested in how to best support formerly incarcerated and system impacted students into and through community colleges and four year universities. My research also incorporates the study of personal, master, and counter narratives, identity (re)construction, language, and educational spaces.

Selected Publications

Bunch, G.C., Endris, A., & Kenner, K.A. (2021). First Year Composition faculty in a changing community college policy landscape: Engagement, agency, and leadership in the midst of reform. In M. Siegal, & B. Gilliland. (Eds.) First-Year Composition at the community college: Empowering the teacher. Ann Arbor, MI: University of Michigan Press.

Bunch, G. C., Schlaman, H., Lang, N., & Kenner, K. (2020). “Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges. Community College Review, 48(3), 303-329.

Kenner, K.A. (2019). A community college intervention program: The affordances and challenges of an educational space of resistance. Journal of Diversity in Higher Education, doi: http://dx.doi.org.oca.ucsc.edu/10.1037/dhe0000116.

Kenner, K. (2016). Student rationale for self-placement into First-Year Composition: Decision making and Directed Self-Placement. Teaching English in the Two Year College, 43(3), 274.

Kenner, K. (2014). Building writing self-efficacy through recursive reflection: From intimidation to proficiency. In T. Hayes, A. Murphy, V. Portillo, D. Swain, C. Walker, & K. Wheat (Eds.) Manzanita 2014. (pp. 1-9). Chico, CA: English Graduate Student Council, California State University, Chico.