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Does environmental education work differently across sociopolitical contexts in the United States? Part II. Examining pedagogy in school field trip programs for early adolescent youth across political contexts.

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Title: Does environmental education work differently across sociopolitical contexts in the United States? Part II. Examining pedagogy in school field trip programs for early adolescent youth across political contexts.
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, p753-774. 22p.
Subject Terms: *Environmental education, *Environmental literacy, *Biodiversity, Republicans
Geographic Terms: United States
Abstract: Political polarization in the United States has made many environmental issues strongly partisan, with Democrats largely receptive to environmental messaging and Republicans commonly pitted against it. This phenomenon may have meaningful implications for how environmental education is conducted for people from different sociopolitical contexts. We explored whether certain pedagogical approaches to single-day environmental education field trip programs were linked to better or worse outcomes for early adolescent youth (ages 10–14) from different sociopolitical contexts: majority Republican, majority Democrat, or mixed (roughly even). All observed effect sizes were small with one exception. Play-based pedagogies tended to yield less positive outcomes for students from Republican majority contexts than others, with a medium effect size. The findings suggest that some traditional approaches to play, such as role-playing as animals or pretending to be water droplets, may feel incongruent with the social identities of students from largely Republican communities. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. May2024, Vol. 30 Issue 5, p753-774. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+literacy%22">Environmental literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Biodiversity%22">Biodiversity</searchLink><br /><searchLink fieldCode="DE" term="%22Republicans%22">Republicans</searchLink>
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  Data: Political polarization in the United States has made many environmental issues strongly partisan, with Democrats largely receptive to environmental messaging and Republicans commonly pitted against it. This phenomenon may have meaningful implications for how environmental education is conducted for people from different sociopolitical contexts. We explored whether certain pedagogical approaches to single-day environmental education field trip programs were linked to better or worse outcomes for early adolescent youth (ages 10–14) from different sociopolitical contexts: majority Republican, majority Democrat, or mixed (roughly even). All observed effect sizes were small with one exception. Play-based pedagogies tended to yield less positive outcomes for students from Republican majority contexts than others, with a medium effect size. The findings suggest that some traditional approaches to play, such as role-playing as animals or pretending to be water droplets, may feel incongruent with the social identities of students from largely Republican communities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13504622.2023.2295781
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              Text: May2024
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