Kathryn Stevenson | North Carolina State University (original) (raw)

Uploads

Papers by Kathryn Stevenson

In this article, we present a mixed-methods study of 2 schools’ elementary science programs inclu... more In this article, we present a mixed-methods study of 2 schools’ elementary science programs including outdoor instruction specific to each school’s culture.We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students’ science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre-and posttest measures along with gender and ethnic differences with respect to students’ science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers’ views of science instruction, and
desultory connections of alternative learning settings to ‘school’ science.

Environmental Education Research, 2015

Efforts to build climate change concern seem warranted to overcome apathy and promote action. How... more Efforts to build climate change concern seem warranted to overcome apathy and promote action. However, research suggests that these efforts can backfire by breeding despair, denial and inaction. This may be especially true among younger audiences, as despair is highest among those who view climate challenges as out of their control, and children generally have lower perceived and actual control than adults in political and personal arenas. Though many studies have documented feelings of despair and sadness among younger audiences, few have explored how climate change hope may counteract despair and encourage productive responses to climate change concern. This study examined how climate change hope, despair, and concern predict pro-environmental behavior with a quantitative survey of a random sample of middle school students in North Carolina, USA (n = 1486). We did not find an interaction between climate change hope and concern or despair, but instead found climate change hope and concern independently and positively related to behavior and despair negatively related to behavior. These results suggest that climate change concern among K-12 audiences may be an important antecedent to behavior which does not dampen the positive impacts of hope. Further, rather than mitigating the negative effects of climate change despair, hope may be an independent predecessor to behavior. Students at Title I (a measure of low socioeconomic status) schools were less likely to engage in pro-environmental behaviors, suggesting climate literacy efforts should target schools with lower levels of socioeconomic status specifically.

Despite scientific support for the reality of climate change, public opinion remains polarized. C... more Despite scientific support for the reality of climate change, public opinion remains polarized. Continued skepticism may be partially explained by lack of understanding of climate change science, and worldview and ideology, but factors contributing to risk perceptions also may differ depending on the subject of risk. This article compared how wildlife students in the eastern United States perceive climate change risk to wildlife versus humans. Left-leaning political ideology and acceptance of anthropogenic global warming predicted perceptions of climate change risks to humans. Contrastingly, scientific understanding was the most important predictor of wildlife-related risk perceptions. Students may have used an affective heuristic (i.e., emotions) in assessing climate change risks to society and a cognitive reasoning (i.e., logic and data) when considering climate change risks to wildlife, which suggests that climate change communicators should appeal to these different modes of thinking when considering risks to humans versus wildlife.

Significant life experience research suggests that the presence of role models, time outdoors, an... more Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools.

Although elementary school may be a prime stage for building environmental literacy, elementary s... more Although elementary school may be a prime stage for building environmental literacy, elementary school teachers face significant barriers to including it in their instruction. Several studies have identified teachers' limited ecological science content knowledge and heavy emphasis on state standards and testing as common constraints to environmental literacy instruction. However, few of these studies have measured actual (versus perceived) ecological knowledge or focused on how teachers are successful in including environmental literacy instruction despite constraints of standards and testing. The present exploratory study surveyed 627 randomly selected elementary school teachers in North Carolina to begin addressing this gap. We found ecological knowledge levels were high (89.9% average score). Lack of instructional time was the most oft-listed barrier to environmental literacy instruction (76.7%), followed by lack of resources (53.4%), whereas lack of content knowledge was rarely mentioned (21.6%). Respondents identified access to environmental literacy-related lesson plans, activities that integrate children's literature, and access to and training in published environmental education curricula as the resources needed to be more successful in inclusion of environmental literacy concepts in the elementary school classroom.

Though many climate literacy efforts attempt to communicate climate change as a risk, these strat... more Though many climate literacy efforts attempt to communicate climate change as a risk, these strategies may be ineffective because among adults, worldview rather than scientific understanding largely drives climate change risk perceptions. Further, increased science literacy may polarize worldview-driven perceptions, making some climate literacy efforts ineffective among skeptics. Because worldviews are still forming in the teenage years, adolescents may represent a more receptive audience. This study examined how worldview and climate change knowledge related to acceptance of anthropogenic global warming (AGW) and in turn, climate change risk perception among middle school students in North Carolina, USA (n=387). We found respondents with individualistic worldviews were 16.1 percentage points less likely to accept AGW than communitarian respondents at median knowledge levels, mirroring findings in similar studies among adults. The interaction between knowledge and worldview, however, was opposite from previous studies among adults, because increased climate change knowledge was positively related to acceptance of AGW among both groups, and had a stronger positive relationship among individualists. Though individualists were 24.1

Building environmental literacy (EL) in children and adolescents is critical to meeting current a... more Building environmental literacy (EL) in children and adolescents is critical to meeting current and emerging environmental challenges worldwide. Although environmental education (EE) efforts have begun to address this need, empirical research holistically evaluating drivers of EL is critical. This study begins to fill this gap with an examination of school-wide EE programs among middle schools in North Carolina, including the use of published EE curricula and time outdoors while controlling for teacher education level and experience, student attributes (age, gender, and ethnicity), and school attributes (socioeconomic status, student-teacher ratio, and locale). Our sample included an EE group selected from schools with registered school-wide EE programs, and a control group randomly selected from NC middle schools that were not registered as EE schools. Students were given an EL survey at the beginning and end of the spring 2012 semester. Use of published EE curricula, time outdoors, and having teachers with advanced degrees and mid-level teaching experience (between 3 and 5 years) were positively related with EL whereas minority status (Hispanic and black) was negatively related with EL. Results suggest that school-wide EE programs were not associated with improved EL, but the use of published EE curricula paired with time outdoors represents a strategy that may improve all key components of student EL. Further, investments in teacher development and efforts to maintain enthusiasm for EE among teachers with more than 5 years of experience may help to boost student EL levels. Middle school represents a pivotal time for influencing EL, as improvement was slower among older students. Differences in EL levels based on gender suggest boys and girls may possess complementary skills sets when approaching environmental issues. Our findings suggest ethnicity related disparities in EL levels may be mitigated by time spent in nature, especially among black and Hispanic students.

Wildlife education has long been critiqued for leaving students entering the workforce deficient ... more Wildlife education has long been critiqued for leaving students entering the workforce deficient in skills such as communication, public relations, and problem solving. This challenge may emerge from both curricula and instructional techniques focused on technical expertise rather than soft skills. Researchers have suggested several instructional techniques to address this challenge but have not empirically examined their effectiveness. This study examined how an environmental-education service-learning project affected undergraduate wildlife science students' perceptions of education as a possible career and how important they considered education as a wildlife management activity using a pre-posttreatment comparison between 36 wildlife students at North Carolina State University (Raleigh, NC, USA, during spring 2014) participating in an environmental-education service-learning project and 23 wildlife students from the same cohort who were not. In the pretest, few (10.3%) students from either group saw K–12 education as a future career, but most (98.3%) saw education as an important wildlife management activity. Most (82.0%) students also predicted they would need educator skills in their careers, but more females than males saw this as likely. The treatment was positively related to students' belief they would use teaching skills in future careers and that a career in K–12 education would be fulfilling. These results suggest that service-learning projects may be an effective tool to boost interest in education both as a career and as a wildlife management activity among future wildlife professionals regardless of gender, but that especially high interest among females could provide guidance for training and recruitment efforts attempting to mitigate the gender gap among wildlife professionals.

We currently have a meager understanding of the species attributes viewed as important for conser... more We currently have a meager understanding of the species attributes viewed as important for conservation by children, despite the fact that arguments for biodiversity conservation often hinge on the bequest value of species. We conducted a study of children between the ages of 4 and 14 (N = 183) on Andros Island, The Bahamas to determine how they prioritized wildlife species for conservation based on five attributes: endemism, use for hunting and fishing, rapid decline in population size, visibility around their home, and ecological significance. Children tended to rank ecological significance as the most important attribute for prioritizing wildlife for protection, followed closely by endemism, with other attributes being less important and not significantly different from one another. However, participants in a local environmental education program (N = 67) placed greater prioritization to species experiencing rapid population declines. We also found that boys prioritized use for hunting and fishing as more important for conservation than girls, older children placed greater importance on species with declining numbers and less importance on visibility of animals around their house, and children who had previously fished placed greater importance on endemism. These findings help elucidate how children value biodiversity, and suggest children's conservation priorities may align relatively well with those of conservation biologists, especially after exposure to environmental education. We suggest that better understanding how children prioritize wildlife attributes for conservation can lead to more informed biodiversity conservation decisions and more effective policy implementation, as the perspectives of children can help bridge the gap between public opinion and scientific opinion.

Environmental Education Research, 2015