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 participants' 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 individuals thrive in their environments.


External Funding

Project IMPACT, 2018-2023 Improving Motivation, Pedagogy, Assessment, and Collaboration for Teachers Role: Co-Investigator • $4.5 million project funded by the US Department of Education’s Teacher Quality Partnerships program (PI and Director: Tracy Huziak-Clark, Ph. D.)

Internal Funding

The Emotional Labor of K-12 Teachers: A Collective Case Study (2019-2020; $10,000 Building Strengths Major Research Grant, Bowling Green State University). Principal Investigator: Christy Galletta Horner; Consultants: Yiwei Chen, Kristina LaVenia.

The Emotional Labor of K-12 Teachers: A Collective Case Study (2019-2020; $12,500 Research Development Council Grant, Bowling Green State University). Principal Investigator: Kristina LaVenia, Co-Is: Yiwei Chen, Christy Galletta Horner



LaVenia, K. N., Horner, C. G., & May, J. J. (accepted). Educational Leadership as Emotional Labor: A Framework for the Values-driven Emotion Work of School Leaders. In B. Carpenter, J. Mahfouz, & K. Robinson (Eds.). Supporting leaders for school improvement through self-care and wellbeing. Information Age Publishing.

Brodeur, K., LaVenia, K., Horner, C. G., & Husiak-Clark, T. (2020). Interrupting the pattern: Knowing why and respecting who we teach. Mid-Western Educational Researcher, 32(3), 206-230.

Horner, C. G., Brown, E. L., Mehta, S., & Scanlon, C. (2020). Feeling and acting like a teacher: Reconceptualizing teachers’ emotional labor. Teachers College Record, 122(5), 1-36.

Vostal, M., Horner, C. G., & LaVenia, K. L. (2019). Considering the mentoring dyad through the lens of relational trust: How do mentees express their intent to be trusted? Action in Teacher Education, 43(1), 37-53.

Valenti, M., Brown, E. L., Horner, C. G., Mahatmya, D., & Colditz, J. (2019). Pathways to working alliances: Special educators’ emotional labor and relationships with students with emotional and behavioral disorders. Teachers College Record, 121(7), 1-24.

Horner, C. G., & Akiva, T. (2019). ‘You never know who’s looking at your page’: African American male adolescents’ perceptions of emotional display rules online. Journal of Research on Adolescence, 30(S2), 315-332.

Vostal, M., LaVenia, K. L., & Horner, C. G. (2018). Making the shift to a co-teaching model of instruction: Considering relational trust as a precursor to collaboration. Journal of Cases in Educational Leadership, 22(1), 83-94.

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 for:

  • Sage Open
  • Educational Research for Policy and Practice
  • Teacher’s College Record
  • Youth and Society                
  • Journal of School Health
  • Applied Developmental Science
  • Learning and Individual Differences
  • Urban Education
  • Midwestern Educational Researcher
  • University Council for Educational Administration
  • Journal of Management Information Systems

BGSU Committees

  • Research Development Council
  • Faculty Research Committee
  • Undergraduate Program Council
  • Personnel Committee
  • Development and Advancement Committee
  • Professional Affairs Committee