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1.
This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity.  相似文献   

2.
Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers’ social identity development through the concept of Apprenticeship of Observation – specifically, how they felt their own mentoring experiences influenced their approaches to mentoring. The multi-case study includes findings about mentoring beliefs and practices during the laboratory school component of an Alternate Route to Licensure program. Incorporating semi-structured interviews and video analysis, the findings demonstrate how four mentor teachers’ prior experiences as mentees – including Alternate Route to Licensure, traditional teacher preparation programs, and inservice teaching – influenced their interactions with teacher candidates as mentors. Recommendations for practice and implications for future research are provided.  相似文献   

3.
This study qualitatively explored the process of student environmental identity development (sEID) within the highly social and structured context of elementary school science. Social practice theory was used as the lens to distinguish the dimensions of sEID that were visible during a curriculum-based, in-school program focused on the issue of pollution. Student narratives, collected from small group interviews and reflective journals, were prioritized to capture the process of students in context identifying as “being for the environment.” Data collected from 35 grade six students were qualitatively coded, a network diagram was used to visualize the relationships in the data, and a research vignette was constructed. Eight dimensions were recognized as contributing to sEID; the opportunity to be an environmental actor with peers, increased awareness of environmental threat, emotional responses, self-recognition for environmental action, perceived agency, changed behavior across social contexts, social recognition for identity actions, and personal meaning. While many of these dimensions have been directly or indirectly discussed in the research on adult environmentalists, shifting the emphasis from group membership to the individual student in context led to the addition of two dimensions—personal meaning and emotional responses. Recognizing the eight dimensions of sEID is an important contribution to the literature as students engaging in environmental action as a requirement of school is distinct from the existing research. Identifying the dimensions of sEID can support the intentional design of learning sequences that foster environmental identities in school and beyond.  相似文献   

4.
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5.
The authors used narrative inquiry and Anzaldúa's ( 1999 ) bordlerlands theory to understand the cultural experiences of 5 Mexican American women in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that participants navigated multiple cultural spheres and that the doctoral program culture affected their professional identity. Implications for counselor education include engaging Mexican American women in academic activities congruent with their ethnic identities.  相似文献   

6.
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this transition. Specifically, we examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well-prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre-service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures.  相似文献   

7.
Urban environmental education helps students to recognize ecological features and practices of cities. To understand the value and practice of developing such ecological place meaning, we conducted narrative research with educators and students in urban environmental education programs in the Bronx, New York City. Narratives showed that educators are cultivating ecological place meaning to help students appreciate ecological aspects of cities, and develop their imagination of how their environment could be improved. Such ecological place meaning is nurtured through direct experiences with the urban environment, social interactions within educational programs and communities, and development of students’ ecological identity.  相似文献   

8.
Education has been proposed as an important way to increase environmental concern. Beyond providing information, education could also encourage a stable sense of oneself as connected to the natural world, or environmental identity (EID), which is a predictor of environmental concern and behavior. This study explored the relative roles of environmental education at university and previous personal characteristics on the level of individual EID. Results from a questionnaire distributed to 919 French students in different academic curricula (ecology, other sciences and political sciences) showed significant difference in levels of EID for students in ecology compared to others, but also that EID was strongly influenced by personal experiences of nature and social context regarding conservation. These results suggest that academic curriculum is more a result than a cause for high environmental identity. We discuss the results in terms of education and access to nature for children and young people.  相似文献   

9.
Researchers have examined various outcomes of undergraduate minority mentoring programs. However, there is a significant gap in research about how program members with different demographic backgrounds may not have the same experiences or outcomes as other members despite being subject to the same program elements. To address these gaps, we employed a social community framework to examine the differences across the perceptions of connectedness to a social community and participant outcomes of members of the University of Illinois at Urbana-Champaign (UIUC) Merit Program (MP) for Emerging Scholars. An ANOVA was performed for a study sample of n = 179 current and past MP participants. Results indicated a need to: (a) find ways to translate experiences to lower performing groups, (b) identify other approaches to build resilience and encourage connections and engagement in communities of practice, and (c) explicitly educate all participants in the importance of social community in their professional development.  相似文献   

10.
Programs in which youth work collectively on an environmental stewardship project may provide social learning opportunities that support social-ecological system resilience and the development of social ties. However, few empirical investigations document the social learning processes that actually occur in these programs. This paper presents a multi-case study ethnography of six summer youth civic ecology education programs. Methods included participant observation, interviews, and group mind-mapping. The results suggest that programs offered moderate social learning contexts, with participants having little say over the direction and design of the program’s environmental stewardship goals. Nevertheless, participants worked together and collaborated on projects led by program leaders, with whom they developed strong ties. In programs focused on a single issue in one place, participants shifted their conceptual frames to include locally relevant concepts. While participants did not form strong ties with other program participants or with individuals from outside programs, they valued experiences where they led volunteers or were observed by others doing stewardship work. These results suggest that environmental stewardship programs can be designed to enhance social learning opportunities, which could incorporate strategies to increase youth developing ties with each other and with outside organizations.  相似文献   

11.
Community engagement is increasingly important in environmental management. While such engagement has tended to comprise only one-way communication, genuine engagement often requires meaningful cross-cultural communication. This paper explores issues surrounding engagement with Australian indigenous communities, suggesting that the construction of the cultural identity of these communities is an important impediment to meaningful social engagement. Drawing on schema theory and the notion of Bhabha’s interstitial space, we argue that environmental management needs to embrace such ideas. Using examples from a study of the non-indigenous construction of Australian Aboriginal identity through a long-established Australian newspaper, we explore implications of non-indigenous construction of Australian Aboriginal identity in environmental management. We argue, thus, that contemporary environmental management needs to encourage a focus on conscious engagement or self-critique of identity statements. This focus would have an emphasis on the constructedness of cultural identity and conscious rejection of the unthinking assumptions they engender.  相似文献   

12.
The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience.  相似文献   

13.
The authors conducted an ethnography investigating children's lived experiences in a 3-day residential environmental education (EE) program with 20 gifted 4th- and 5th-grade students. The authors also conducted participant observation and a series of interviews before, during, and after the trip. After the authors conducted the interviews and collected other data, they conducted analyses that identified domains describing the children's lived experience with a residential EE program (J. P. Spradley, 1979). Through domain analysis, a theme emerged: Children's nonformal environmental-learning experience is negotiated through the feeling of having choices and enhanced through sensory perception and personal relationships. Explicit recognition of the importance of informal social interactions, unstructured time and play, and perception of choice has potential to enhance the meaningfulness of residential EE programs.  相似文献   

14.
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15.
The purpose of this case study was to: (1) assess whether a group of 12 students from a rural Hawai’ian community acquired local environmental knowledge through a place-based environmental education program, and (2) determine how integration of cultural information into this program affected participants’ views about their natural world. A tertiary objective was to develop and test a methodological approach for evaluating youth environmental education programs. Findings revealed a tripartite foundation of novel experiences, mentorship through social connections and learning about nature through a cultural lens facilitated a deeper understanding of nature and culture. Additionally, the mix of qualitative techniques effectively facilitated an in-depth understanding of program impacts on participants’ views toward the local environment.  相似文献   

16.
Trust, a relational phenomenon that is an important building block of interpersonal relationships and within society, can also be an intermediary outcome of field-based environmental education programs. Trust creates a foundation for collaboration and decision-making, which are core to many ultimate outcomes of environmental education. Yet, understanding how trust develops among environmental education program participants is still nascent, partly because few methods exist for measuring trust in informal contexts, such as those that are common for many environmental education programs. Our study used social network analysis and qualitative data from focus groups, questionnaires, and participant observation to investigate the development of trust among residential environmental education program participants in two school groups, some of whom had initial familiarity with each other. Network data indicated differential increases in peer-to-peer trust among group members when measured at the individual level. Qualitative data from the focus groups highlighted salient dimensions of trust that were particularly relevant in this setting, including friendship, emotional and physical safety, and self-disclosure; reciprocal trust among peers and educators; and aspects of this immersive setting that fostered trust among the participants.  相似文献   

17.
Abstract

In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N?=?185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N?=?155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.  相似文献   

18.
语篇是语言的存在形式。人们使用语言来建立发话与受话之间的关系，交际的双方互换着言语角色达到交际目的；本从体现人际意义的语气和情态出发，分析语篇中的社会互动和身份构建。认为语篇是一种社会行为，它是社会语境中的一种社会实践，因而具有互动性。在这一互动过程中，不同的社会化群体选择不同的社会语言构建不同的社会活动和身份，表达不同的政治观点和态度。  相似文献   

19.
This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research.  相似文献   

20.
Using a narrative autoethnographical approach, this article details the identity-related and social repercussions of my experiences as a former victim of social, verbal, and physical bullying in public Franco-Ontarian elementary (1986–1994) and high (1994–1999) schools. The highlighted experiences are more specifically correlated with social representations of feminine beauty and alternative sexual orientations. This article is based on a study that encompasses the following elements: the social environment that contributes to the production, development, internalization, and reproduction of social representations, norms, and identities through interaction; experience which includes stigmatization and bullying; and the continuity of experience inherent to socialization and identity formation. Other concepts (e.g. marginalized multiplicities and intersectionality) are also discussed.  相似文献   

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