Christy Galletta Horner


Christy Galletta Horner

Position: Assistant Professor
Phone: 412-330-7161 / 419-372-0247
Address: 572 Education


Ph.D. Applied Developmental Psychology; Research Methods (minor)
University of Pittsburgh, 2017

Dissertation Title: Social consequences of breaking online emotional display rules: a mixed methods study in partnership with African American adolescent males

M.S. Applied Developmental Psychology
University of Pittsburgh, 2013

B.S. Psychology
University of Pittsburgh, 2005


EDFI 6420: Research in Education
EDFI 7540: Qualitative Research Methods
EDFI 7560: Mixed Methods
PSYED 2504/EDUC 2009: Development – Middle Childhood through Adolescence (University of Pittsburgh)
EDUC 2000: Psychology of Learning and Development for Education (University of Pittsburgh)


Emotional development in social context
Adolescent socio-emotional development
Teachers’ emotional labor

My research focuses on the role of emotional culture in the promotion of healthy individual and social functioning. Viewing emotions as sociocultural in nature, I prioritize youths’ perspectives while also seeking to uncover quantifiable links between emotion-related constructs and developmental outcomes. I enjoy using mixed-methods designs and creative methodological approaches to address the challenges involved in this line of inquiry. My aim is to find ways emotional transactions can be leveraged in settings such as schools, after school programs, and social media sites to help youth thrive in their environments.


Valenti, M., Brown, E. L., Mahatmya, D., Horner, C. G., & Colditz, J. (in press). Pathways to working alliances: Special educators’ emotional labor and relationships with students with emotional and behavioral disorders. Teachers College Record.

Akiva, T., Li, J., Martin, K. M., Horner, C. G., McNamara, A. R. (2016). Simple Interactions: Piloting a strengths- and interactions- based professional development intervention for out-of-school time programs. Child and Youth Care Forum, 46(3), 285-305.

Akiva, T., & Horner, C. G. (2016). Adolescent motivation to attend youth programs: A Mixed-methods investigation. Applied Developmental Science, 20(4), 279-293.

Horner, C. G., Wallace, T. L., & Bundick, M. J. (2015). Adolescents’ interpretations of the role of emotion in urban high schools. Teachers College Record, 117(5), 1-34.

Brown, B., Horner C. G., Scanlon, C., & Kerr, M. M. (2015). United States teachers’ emotional labor and professional identities. KEDI Journal of Educational Policy, 11(2), 205-225.

Horner, C. G., & Wallace, T. L., (2013). Measuring emotion socialization in schools. Journal of School Health, 83(10), 697-703.

McHugh, R. M., Horner, C. G., Wallace, T. L., & Colditz, J. (2012). Bridges and barriers: Adolescent perceptions of student-teacher relationships. Urban Education, 48(1), 9-43.


Reviewer, Teachers College Record
Reviewer, Journal of School Health
Reviewer, Youth and Society


Research Development Council
Faculty Research Committee
Undergraduate Program Council
Personnel Committee
Development and Advancement Committee