ERIC Number: EJ1177182
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Why Do People Accept Environmental Policies? The Prospects of Higher Education and Changes in Norms, Beliefs and Policy Preferences
Harring, Niklas; Jagers, Sverker C.
Environmental Education Research, v24 n6 p791-806 2018
Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hindering the implementation of such policy tools.
Descriptors: Higher Education, Norms, Beliefs, Longitudinal Studies, College Students, Foreign Countries, Social Sciences, Intervention, Social Scientists, Positive Attitudes, Climate, Program Implementation, Policy, Environmental Education, Regression (Statistics), Statistical Analysis, Least Squares Statistics
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A