Abstract
The aim of the study was to investigate differences, if any, in environmental attitude, knowledge, experience and participation, between non-math-science (NMS) and math-science (MS) high school students from minority ethnic groups. A 16-item survey instrument was used for data collection. Participants were students at eight high schools in Madison County, Alabama, USA who were enrolled in North Alabama Center for Educational Excellence’s (NACEE’s) 2014 and 2015 summer programs. Eighty-six completed questionnaires were collected, the majority from Black/African-American and Hispanic minority ethnic groups. Pearson’s chi-square test and Spearman rho correlation were applied to assess differences and relationships between the groups. We found high level of positive attitude (NMS [95%] and MS [98%]) towards environmental protection among both groups; however, no statistically significant differences were evident. While both groups had low levels of participation and engagement in environmental protection and outdoor recreation activities, the MS group had comparatively higher participation than the NMS group. The relationship between participation and satisfaction was significantly positive for MS students and significantly negative for NMS students. To increase minority students’ knowledge and participation in pro-environmental activities in the future, Alabama’s Environmental Education Program should emphasize selective activities (e.g., involving students’ families and communities in environmental initiatives, providing opportunities to students to socialize and have fun with nature, and encouraging age-appropriate teaching and learning approaches).
Highlights
Ecological behaviors and decisions are correlated with environmental beliefs and attitudes (Kaiser et al 1999; Makki et al 2003)
We found high level of positive attitude (NMS [95%] and MS [98%]) towards environmental protection among both groups; no statistically significant differences were evident
We found a high level of pro-environmental attitude among NMS and MS students, and that both student sub-groups were concerned about environment protection
Summary
Ecological behaviors and decisions are correlated with environmental beliefs and attitudes (Kaiser et al 1999; Makki et al 2003). Behavior is the way in which one acts or conducts oneself to an action, environment, person, or stimulus, and most often expressed on the basis of perceived attitude (Chaiklin 2011). Environment education (EE) integrates principles of sustainable development that encompass a balance between social, economic, and environmental aspects of natural resource conservation and utilization (Bice 2013; Hassan et al 2010; Wals 2009). EE is intended to impact affective, cognitive, and behavioral levels of students and influences decisions and behaviors (Makki et al 2003).
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