Program and institutional predictors of environmental justice inclusion in U.S. post-secondary environmental and sustainability curricula
Program and institutional predictors of environmental justice inclusion in U.S. post-secondary environmental and sustainability curricula
复制标题
将环境正义纳入美国高等教育环境和可持续发展课程的计划和机构预测因素
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
S. Vincent
中科院分区：
文献类型：
--
作者：
Juan Carlos Garibay;P. Ong;S. Vincent
环境正义（EJ）问题和观点强调低收入社区和有色人种社区所经历的不成比例的环境危害，经常被排除在高等教育可持续性话语和课程之外。本研究利用全国297个跨学科环境与可持续性（IES）学位课程的样本，确定了项目层面的价值观、学生的种族/民族人口统计数据，以及影响环境与可持续性内容纳入IES课程的制度结构特征。这些发现对IES课程和项目的发展，以及这一新兴领域的种族/民族和阶级动态具有重要意义。
Environmental justice (EJ) issues and perspectives, which emphasize the disproportionate environmental hazards experienced by low-income communities and communities of color, are often excluded from higher education sustainability discourses and curriculum. Utilizing a national sample of 297 interdisciplinary environmental and sustainability (IES) degree programs, this study identifies program-level values and student racial/ethnic demographics, as well as institutional structural characteristics influencing the inclusion of EJ content in IES curriculum. The findings have important implications for IES curriculum and program development, and racial/ethnic and class dynamics in this emerging field.