Kara, Jillian; Coleman, Kimberly; Walls, Leon; Alldred, Mary

dc.contributor.author	Kara, Jillian
dc.contributor.author	Coleman, Kimberly
dc.contributor.author	Walls, Leon
dc.contributor.author	Alldred, Mary
dc.date.accessioned	2023-02-06T20:49:09Z
dc.date.available	2023-02-06T20:49:09Z
dc.date.issued	2022-05-05
dc.identifier.uri	http://hdl.handle.net/20.500.12648/8266
dc.description.abstract	The theme of my poster is Equitable Environmental Literacy among BIPOC students. Environmental literacy has four main components, knowledge, affective attitudes, cognitive skills, and behavior. There is currently inequitable education occurring within natural resources. There is an increasing need to create an environmentally literate society that is prepared to address demanding and emerging environmental issues worldwide. Educational programming is not equipping BIPOC communities with the knowledge to participate in planning, management, and decision making processes. At its core, this is environmental injustice. To further investigate gaps in natural resources, we created a survey to measure student interest in the environment. A pilot survey was conducted during the summer of 2021 and UB students from both PSU and UVM were surveyed on pre-watershed science initiatives. We hypothesized that BIPOC students were less likely to select “agree” and “strongly agree” when answering questions related to having an environmental job and pursuing environmental education in college. The surveys were conducted via google forms and the students identity was kept anonymous. We then combined all answers into a large data set and the analysis was conducted in R. We created bar graphs which show each question asked and the breakdown of the student demographics. The pilot survey indicated that BIPOC students did not rate “agree” or “strongly agree” when answering the questions “I plan to study the environment in college” and “I plan to work in an environmental field”. This further validates current research that indicates BIPOC students are less likely to pursue environmental interests. The next steps in this research are to conduct the same survey during the summer of 2022. During the summer, students will participate in a wide variety of watershed science initiatives. It is our hope that this will stimulate natural resource interest among students in the program.	en_US
dc.language.iso	en_US	en_US
dc.rights	Attribution-NoDerivatives 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nd/4.0/	*
dc.subject	Environmental Literacy	en_US
dc.subject	Environmental Education	en_US
dc.subject	Survey Research	en_US
dc.title	"Equitable Environmental Literacy: Investigating Interventions to Increase Environmental Literacy among BIPOC Students "	en_US
dc.type	Presentation	en_US
dc.description.version	NA	en_US
refterms.dateFOA	2023-02-06T20:49:10Z
dc.description.institution	SUNY Plattsburgh	en_US
dc.description.department	Center for Earth and Environmental Science	en_US
dc.description.degreelevel	N/A	en_US
dc.date.semester	Spring 2022	en_US