scholarly journals People with Different Educational Attainment in Washington, DC, USA have Differential Knowledge and Perceptions about Environmental Issues

2020 ◽  
Vol 12 (5) ◽  
pp. 2063 ◽  
Author(s):  
Matthew L. Richardson ◽  
Ashley D. Milton ◽  
Elgloria Harrison
Keyword(s):  
Climate Change ◽  
High School ◽  
Educational Attainment ◽  
Natural Resources ◽  
Doctoral Degree ◽  
University Education ◽  
Washington Dc ◽  
Advanced Education ◽  
Trade School ◽  
Climate Change Economics

We predicted that people’s knowledge and perceptions about the interconnectedness of natural resources, climate change, economics, and socio-cultural well-being would differ among demographic groups in Washington, DC, USA, so we conducted surveys to test that prediction. We collected demographic data from 455 participants and asked them 26 questions/statements related to natural resources, climate change, economics, and health. We selected education as the focal demographic category and participants were categorized based on their level of educational attainment: (1) completion of high school or less (hereafter “high school”); (2) some trade school or university education beyond high school up to and including completion of a trade school, two-, or four-year degree (hereafter “post-high school”); and (3) completion of a Master’s, professional, or doctoral degree (hereafter “advanced education”). Participants with advanced education reported the highest connection with nature and were more likely to report that their personal welfare depended on the natural community. Participants with the least education were more likely to believe that humans do not have much influence on natural resources and placed more trust in technology and human achievements to control nature and ensure that earth will not become unlivable. Participants with the least education were also more likely to express an interest in local environmental concerns over global, jobs over natural resources, and effects of degraded local natural resources on income, health, and the environment instead of on cultural/social practices, neighborhood aesthetics, and recreation.

scholarly journals Education influences knowledge about environmental issues in Washington, DC, USA

2019 ◽  
Author(s):  
Matthew L. Richardson ◽  
Ashley D. Milton ◽  
Elgloria Harrison
Keyword(s):  
Climate Change ◽  
High School ◽  
Natural Resources ◽  
Doctoral Degree ◽  
Environmental Issues ◽  
Educational Background ◽  
Natural Community ◽  
Advanced Education ◽  
Trade School ◽  
Climate Change Economics

ABSTRACTWe predicted that demographic differences in Washington, DC’s population would influence people’s knowledge and perceptions about the interconnectedness of natural resources, climate change, economics, and socio-cultural well-being, so we conducted surveys over three years to test that prediction. We collected demographic data from 455 participants and asked them 26 questions/statements related to natural resources, climate change, economics, and health. We selected education as the focal demographic category and participants were categorized based on their level of educational attainment: 1) completion of high school or less (hereafter “high school”); 2) some trade school or university education beyond high school up to and including completion of a trade school, two-, or four-year degree (hereafter “post-high school”); and 3) completion of a Master’s, professional, or doctoral degree (hereafter “advanced education”). Answers to 14 of the 26 survey questions were dissimilar across educational groups. People with advanced education reported the highest connection with the natural community and were more likely to report that their personal welfare depended on the natural community. Participants in the high school group were more likely to believe that humans do not have much influence on natural resources and placed more trust in technology and human achievements to control nature and ensure that earth will not become unlivable. Compared to those with education beyond high school, those with a high school education were more likely to express an interest in local environmental concerns over global, jobs over natural resources, and effects of degraded local natural resources on income, health, and the environment instead of on cultural/social practices, neighborhood aesthetics, and recreation. The results suggest ways in which educational information and engagement in environmental issues should be targeted for stakeholders of different educational background in order to increase knowledge and build effective partnerships that find solutions for environmental problems.

scholarly journals Knowledge and Perceptions of Environmental Issues by African Americans/Blacks in Washington, DC, USA: Giving Voice to the Voiceless

2020 ◽  
Vol 12 (22) ◽  
pp. 9495
Author(s):  
Elgloria Harrison ◽  
Ashley D. Milton ◽  
Matthew L. Richardson
Keyword(s):  
Climate Change ◽  
African Americans ◽  
Natural Resources ◽  
Age Groups ◽  
Environmental Issues ◽  
Environmental Movement ◽  
Natural World ◽  
Environmental Knowledge ◽  
Washington Dc ◽  
Personal Welfare

Our study elucidated knowledge and perceptions of natural resources and climate change by African Americans/Blacks in Washington, DC since they are a traditionally marginalized population and to see if we could dispel the perception that they have low knowledge and interest in environmental issues. Secondarily, we wanted to determine if knowledge and perceptions vary across age groups. We conducted a survey of 491 Blacks in the District and asked 26 questions/statements related to natural resources, climate change, economics, and health. Participants were categorized into four age groups 18–25, 26–40, 41–65, and 66 and older for analysis. We found that the level of environmental knowledge across the age groups was relatively high and largely similar. Our results suggest that Blacks care about the environment, see the environment as beneficial to their health, and are knowledgeable about natural resources. However, younger Blacks (18–25) were the least likely to think of the natural world as a community to which they belong, report feelings of connection to it, and recognize that it impacts their personal welfare. In conclusion, we find that Blacks in the District possess environmental awareness and use local environmental language, depicting the uniqueness of their community. The mainstream environmental movement may fail to recognize this local language, leading to exclusion of vulnerable populations based on a faulty premise that these populations lack knowledge or interest in environmental issues.

Protecting Natural Resources

2018 ◽  
Author(s):  
Jérémie Gilbert
Keyword(s):  
Climate Change ◽  
Human Rights ◽  
Natural Resources ◽  
Environmental Law ◽  
Legal Framework ◽  
Human Rights Law ◽  
International Environmental Law ◽  
Conservation Of Natural Resources ◽  
The Relationship ◽  
Do So

This chapter focuses on the connection between the international legal framework governing the conservation of natural resources and human rights law. The objective is to examine the potential synergies between international environmental law and human rights when it comes to the protection of natural resources. To do so, it concentrates on three main areas of potential convergence. It first focuses on the pollution of natural resources and analyses how human rights law offers a potential platform to seek remedies for the victims of pollution. It next concentrates on the conservation of natural resources, particularly on the interconnection between protected areas, biodiversity, and human rights law. Finally, it examines the relationship between climate change and human rights law, focusing on the role that human rights law can play in the development of the current climate change adaptation and mitigation frameworks.

Climate Change Science in School Curriculum: Solution to Ignorance of Commons in Developing Countries

2021 ◽  
Vol 7 (4) ◽  
pp. 29-34
Author(s):  
K.P. Thrivikramji ◽  
K.S. Sajinkumar ◽  
V.R. Rani
Keyword(s):  
Climate Change ◽  
High School ◽  
Developing Countries ◽  
Skill Training ◽  
Work Force ◽  
Developed Countries ◽  
School Curriculum ◽  
Learning Content ◽  
Knowledge Deficit ◽  
High Schoolers

In developing countries and to a certain degree in developed countries too, either climate change (CC) consequences or drivers of CC are alien to the mindset of commoners, who after High School had with/without vocational skills entered the workforce. This deficit or ignorance can be rectified only by adding CC education in the school system. We present a school appropriate outline of CC learning content spanning Kinder Garten to High School. Adding CC content in school education is immensely warranted, as a large chunk of high schoolers annually joins the work force with or without vocational or skill training. Further, such a knowledge deficit among the generations of working class can be remedied only by providing appropriate and sufficient knowledge on CC consequences, etc., only through a structured adult education campaign.

Sign in / Sign up

Export Citation Format

Share Document