Environmental Identity Development Through Social Interactions, Action, and Recognition

Research
TitleEnvironmental Identity Development Through Social Interactions, Action, and Recognition
Publication TypeJournal Article
Year of Publication2015
AuthorsStapleton, SRiggs
JournalJournal of Environmental Education
Volume46
Issue2
Pagination94 - 113
Date Published2015/04//
ISBN Number00958964
Keywords*Original 959, 1WAC, 2RRP, diversity, environmental education, environmental identity, Global Education, high school, Include, Include WAC, nature, qualitative, R1 FINAL INCLUDE, research, Round 2 Include RRP, Round 2 Review 2 RRP, Round1 Include, SOCIAL interaction, SOCIOCULTURAL factors -- Research, sustainable development
AbstractThis 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.
Short TitleJournal of Environmental Education