Ph.D., Social Studies Education, The University of Georgia, Athens, GA
M.A., Geography & Regional Studies (GIS Certificate), The University of Miami, Coral Gables, FL
B.S.Ed., Elementary Education & Geography, The University of Miami, Coral Gables, FL
Biography
Stacey L. Kerr, Ph.D., is a researcher and teacher educator who studies how social media platforms shape modern teaching, professional identities, and public perceptions of education. Her work examines the cultural and political impacts of digital media in schools, offering insight on teacher influencers, viral classroom content, online teacher burnout, and social media in education. Her research also explores how platform algorithms, such as TikTok's search and recommendation systems, construct professional categories like "social studies teacher" and shape them along gendered lines, as well as how prospective educators navigate social media and emerging AI tools as they enter the field. Grounded in her experience as an elementary classroom teacher and assistant principal. She also develops geography and (social) media literacy resources for practicing teachers.
Select Publications
Kerr, S. L., Schmeichel, M., & Wurzburg, B. (2025). From burnout to breakout: The social media-supported exodus from teaching. Teachers College Record, 127(3), 97–128.
Kerr, S. L. (2024). (Im)mobilities in social studies education. In B. Varga & E. A. Adams (Eds.), The theory-story reader for social studies. Teachers College Press.
Schmeichel, M. J., Kerr, S. L., & Wurzburg, E. (2023). Postfeminism, progressive neoliberalism, and teacher influencers. In A. Sharma, M. Schmeichel, & B. Wurzburg (Eds.), Progressive neoliberalism in education (pp. 105–120). Routledge.
Adams, E. C., Wurzburg, E., & Kerr, S. L. (2021). The tip of the iceberg: Immaterial labor, technoskepticism and the teaching profession. Contemporary Issues in Technology and Teacher Education, 21(1).
Kerr, S. L., & Schmeichel, M. J. (2018). Teacher Twitter chats: Gender differences in participants' contributions. Journal of Research on Technology in Education, 50(3), 241–252.
Schmeichel, M. J., Kerr, S. L., & Linder, C. (2017). Selfies as postfeminist pedagogy: The production of traditional femininity in the US South. Gender & Education, 29(7), 863–881.
Garrett, H. J., & Kerr, S. L. (2016). Theorizing the use of aesthetic texts in social studies education. Theory & Research in Social Education, 44(4), 505–531.
