Outcomes of Global Environmentalism: Longitudinal and Cross-National Trends in Chemical Fertilizer and Pesticide Use

Autor/in	Shorette, Kristen
Titel	Outcomes of Global Environmentalism: Longitudinal and Cross-National Trends in Chemical Fertilizer and Pesticide Use
Quelle	In: Social Forces, 91 (2012) 1, S.299-325 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7732
DOI	10.1093/sf/sos053
Schlagwörter	Environmental Education; Poisoning; Norms; Agriculture; Trend Analysis; Compliance (Legal); Correlation; Regression (Statistics); Cross Cultural Studies; Prediction; Hazardous Materials; Global Approach; Longitudinal Studies; Environmental Standards; Social Integration + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Normwert; Landwirtschaft; Trendanalyse; Korrelation; Regression; Regressionsanalyse; Cultural comparison; Kulturvergleich; Vorhersage; Hazardous substance; Gefahrstoff; Globales Denken; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Umweltauflage; Soziale Integration
Abstract	Previous research identifies changing world cultural norms as the impetus for a worldwide trend promoting environmentalism. However, the extent to which countries comply with the norms promoted and codified by environmental organizations and treaties has been less rigorously tested. Suspected noncompliance is generally explained as "decoupling" between policy and outcome. Here, I address the relationship between stated environmental objectives and practices and integrate world society and world-systems perspectives on the natural environment. Using random effects regression analyses of cross-national chemical fertilizer and pesticide use, I find that integration into world culture significantly predicts overall decreased use of these environmentally harmful products. However, the effect varies by zone of the world system, which supports an integrated theory of global environmentalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10