Does environmental education work differently across sociopolitical contexts in the United States? PART I. Exploration of outcomes for adolescent youth.
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| Title: | Does environmental education work differently across sociopolitical contexts in the United States? PART I. Exploration of outcomes for adolescent youth. |
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| Authors: | Thorpe, Emily G.1, Stern, Marc. J.1 mjstern@vt.edu, Powell, Robert B.2, Hemby, Tyler L.2 |
| Source: | Environmental Education Research. May2024, Vol. 30 Issue 5, p737-752. 16p. |
| Subject Terms: | *Environmental education, *Ideology, *Public schools, Democracy |
| Geographic Terms: | United States |
| Abstract: | In the United States, the two main political parties, Democrats and Republicans, have become increasingly polarized, including with regard to environmental issues. As part of a national study of environmentally focused single-day field trips for early adolescent youth in 2018, we conducted exploratory research to examine how outcomes differed for public school students from different sociopolitical contexts (i.e. predominantly Democratic, Republican, or mixed). Students from wealthier Democratic contexts exhibited less positive outcomes, measured as self-reported changes in environmental literacy, compared to others. The findings suggest that single-day EE field trips in the United States, in their current forms, may be particularly valuable in lower income and more politically conservative contexts, possibly due to the degree of novelty they may provide to these audiences. Meanwhile, EE field trips for students from wealthier Democratic contexts may provide reinforcement rather than meaningful shifts in environmental literacy, suggesting a need for more novel approaches for these audiences. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In the United States, the two main political parties, Democrats and Republicans, have become increasingly polarized, including with regard to environmental issues. As part of a national study of environmentally focused single-day field trips for early adolescent youth in 2018, we conducted exploratory research to examine how outcomes differed for public school students from different sociopolitical contexts (i.e. predominantly Democratic, Republican, or mixed). Students from wealthier Democratic contexts exhibited less positive outcomes, measured as self-reported changes in environmental literacy, compared to others. The findings suggest that single-day EE field trips in the United States, in their current forms, may be particularly valuable in lower income and more politically conservative contexts, possibly due to the degree of novelty they may provide to these audiences. Meanwhile, EE field trips for students from wealthier Democratic contexts may provide reinforcement rather than meaningful shifts in environmental literacy, suggesting a need for more novel approaches for these audiences. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13504622 |
| DOI: | 10.1080/13504622.2023.2273795 |
