Environmental Justice and Green-Technology Adoption

Autor/in	Ong, Paul
Titel	Environmental Justice and Green-Technology Adoption
Quelle	In: Journal of Policy Analysis and Management, 31 (2012) 3, S.578-597 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21631
Schlagwörter	Neighborhoods; Pollution; Environmental Education; Environmental Influences; Environmental Standards; Social Justice; Reverse Discrimination; Hazardous Materials; Sanitation; Incentive Grants; Financial Policy; Energy Management; Disadvantaged; Public Policy; Federal Regulation; Performance Factors; Program Attitudes; Adoption (Ideas) + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Schadstoffbelastung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Environmental influence; Umwelteinfluss; Umweltauflage; Soziale Gerechtigkeit; Discrimination; Diskriminierung; Hazardous substance; Gefahrstoff; Betriebshygiene; Finanzieller Anreiz; Fiscal policy; Finanzpolitik; Energiehaushalt; Öffentliche Ordnung; Bundeskompetenz; Leistungsindikator; Ideas; Ideenfindung
Abstract	This paper presents an analysis of an environmental justice (EJ) program adopted by the South Coast Air Quality Management District (SCAQMD) as a part of its regulation to phase out a toxic chemical used by dry cleaners. SCAQMD provided financial incentives to switch early and gave establishments in EJ neighborhoods priority in applying for grants. Despite this pro-EJ policy, available data show that dry cleaners in low-income, predominantly minority, and EJ-designated areas were less likely to be an early adopter of green technologies, and this finding holds even after accounting for firm and market characteristics. Dry cleaners in disadvantaged neighborhoods were also less likely to receive a grant to switch technology despite the district's effort to set aside half of the funding for applicants from EJ areas. (Contains 22 footnotes, 3 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10