ERIC Number: EJ1051867
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0095-8964
EISSN: N/A
Environmental Identity Development through Social Interactions, Action, and Recognition
Stapleton, Sarah Riggs
Journal of Environmental Education, v46 n2 p94-113 2015
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.
Descriptors: Sociocultural Patterns, Global Education, Environmental Education, Climate, High School Students, Study Abroad, Identification (Psychology), Student Development, Social Cognition, Cultural Awareness, Interpersonal Relationship, Intercultural Communication, Interpersonal Competence, Social Action, Consciousness Raising, Reflection, Theory Practice Relationship, Qualitative Research, Foreign Countries, Interviews
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Asia
Grant or Contract Numbers: N/A