JOURNAL OF PUBLIC AFFAIRS EDUCATION - Naspaa

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Emotional Labor: Why and How to Teach ItDomagalski, T.A. (1999). Emotion in organizations: Main currents. Human Relations, 52(6), 833-852.Erickson, R.J. (1997). Putting emotions to work. In D.D. Franks, R.J. Erickson & B. Cuthbertson-Johnson (Eds.), Social perspectives on emotion (pp. 3-18). Greenwich, CT: JAI Press.Fineman, S. (Ed.). (1993). Emotions in organizations. Newbury Park, CA: Sage.Grandey, A.A. (2000). Emotion regulation in the workplace: A new way to conceptualize emotionallabor. Journal of Occupational Health Psychology, 5(1), 95-110.Härtel, C.E.J., Zerbe, W.J., & Ashkanasy, N.M. (Eds.). (2005). Emotions in organizational behavior.Mahwah, NJ: Lawrence Erlbaum Associates.Heuven, E., Bakker, A.B., Schaufeli, W.B., & Huisman, N. (2006). The role of self-efficacy inperforming emotional work. Journal of Vocational Behavior, 69, 222-235.Hochschild, A.R. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA:University of California Press.Hochschild, A.R. (1979). Emotion work, feeling rules, and social structure. American Journal ofSociology, 85(3), 551-75.Liu, Y., Perrewé, P.L., Hochwarter, W.A., & Kacmar, C.J. (2004). Dispositional antecedents andconsequences of emotional labor at work. Journal of Leadership & Organizational Studies, 10(4), 12-25.Lord, R.G., Klimoski, R.J., & Kanfer, R. (Eds.). (2002). Emotions in the workplace: Understanding thestructure and role of emotions in organizational behavior. San Francisco, CA: Jossey-Bass.Pugh, S.D. (2001). Service with a smile: Emotional contagion in the service encounter. Academy ofManagement Journal, 44(5), 1018-1027.Zerbe, W.J. (2000). Emotional dissonance and employee well-being. In N.M. Ashkanasy et al. (Eds.),Emotions in the workplace: Research, theory, and practice (pp.189-214). Westport, CT: QuorumBooks.Journal of Public Affairs Education 141
Preparing for and Responding toStudent Incivilities:Starting the Dialogue inPublic Affairs EducationStan BarrettState University of New York, CortlandNadia Rubaii-BarrettBinghamton University, State University of New YorkJohn PelowskiBinghamton University, State University of New YorkAbstractAlmost all faculty, even those in graduate public affairs programs, will at sometime encounter incivility in the classroom. How we respond sends an importantmessage about how we as individuals, programs, and a profession value civility.Master’s of Public Administration and Master’s of Public Policy programs havea particular responsibility to graduate individuals who not only have substantiveexpertise but also meet the highest standards of civility. In this essay, we present aseries of recommendations for how individuals, programs, and institutions mightrespond to incivility. While not all of these recommendations will be appropriatefor all programs, and some may be perceived as more troubling than the problemthey are intended to address, we hope that they will to serve as the starting pointin stimulating discussion of this issue within programs and across the profession.IntroductionEvidence of increasing incidents of incivilities and in some cases outrightviolence are well-documented in educational settings ranging from K-12(Hansen, 1991; Kaufman & Burbach, 1998; Stewart, 1998; Thernstrom,1999) through undergraduate levels (Benton, 2007; Boice, 1996; Clayton,2000; Gonzalez & Lopez, 2001; Hernández & Fister, 2001), and includingJPAE 16(2): 143–159Journal of Public Affairs Education 143
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