Environmental Education, Age, Race, and Socioeconomic Class: An Exploration of Differential Impacts of Field Trips on Adolescent Youth in the United States

Autor/inn/en	Stern, Marc J.; Powell, Robert B.; Frensley, B. Troy
Titel	Environmental Education, Age, Race, and Socioeconomic Class: An Exploration of Differential Impacts of Field Trips on Adolescent Youth in the United States
Quelle	In: Environmental Education Research, 28 (2022) 2, S.197-215 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stern, Marc J.) ORCID (Powell, Robert B.) ORCID (Frensley, B. Troy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1990865
Schlagwörter	Environmental Education; Adolescents; Age Differences; Racial Differences; Ethnicity; Socioeconomic Status; Instructional Program Divisions; Minority Group Teachers; Field Trips; Grade 5; Grade 6; Grade 7; Grade 8; Behavior Change; Intention; Student Satisfaction + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Exkursion; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Despite growing calls for greater inclusivity and cultural responsiveness, little is known about how environmental education (EE) may differentially affect diverse audiences. As part of a national study of 334 environmentally focused day field trips for adolescent youth in the United States in 2018, we examined how outcomes differed for students of different grade levels, racial backgrounds, and socioeconomic status. Participants who were younger, Hispanic, and from lower socioeconomic classes exhibited more positive outcomes than older, non-Hispanic, and wealthier participants. Differences in Hispanic populations are likely at least partially attributable to known survey response biases. We also found that programs with non-White instructors tended to yield higher levels of satisfaction in groups where the student majority was not White. We discuss potential explanations for these trends and call for further research on culturally responsive and age-appropriate approaches to EE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01