Gendered Citizenship and the Individualization of Environmental Responsibility: Evaluating a Campus Common Reading Program

Autor/inn/en	Kennedy, Emily Huddart; Boyd, Amanda
Titel	Gendered Citizenship and the Individualization of Environmental Responsibility: Evaluating a Campus Common Reading Program
Quelle	In: Environmental Education Research, 24 (2018) 2, S.191-206 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kennedy, Emily Huddart) ORCID (Boyd, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1217396
Schlagwörter	Gender Differences; Reading Programs; Wastes; Conservation (Environment); Critical Thinking; Skill Development; Undergraduate Students; Student Attitudes; Student Behavior; Teaching Methods; Transformative Learning; Citizenship; Neoliberalism; Statistical Analysis; Student Surveys; Least Squares Statistics; Regression (Statistics); Washington + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Gargabe; Abfall; Conservation; Environment; Konservierung; Bewahung; Umwelt; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Student behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Staatsbürgerschaft; Neo-liberalism; Neoliberalismus; Statistische Analyse; Schülerbefragung; Regression; Regressionsanalyse
Abstract	Campus common reading programs are intended to stimulate critical thinking and dialogue across disciplines yet scarce evidence exists to evaluate the success of such programs. We assess the extent to which engagement in an environmentally-themed common reading program is related to (1) concern for waste-related issues, (2) beliefs that addressing waste is an individual responsibility, and (3) individual behaviors intended to reduce personal waste. Results are drawn from a sample of undergraduate students (n = 398) with varying levels of engagement in the common reading program. Students who participated in the common reading program have higher levels of concern for waste than those who did not, are more likely to locate responsibility for addressing the problem of waste on the individual, and self-report higher frequency of engagement in individual efforts to reduce waste. We conclude with recommendations for further developing the critical thinking capacity of campus common reading programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01