Abstract
Environmental education has the potential to serve as an accessible pathway for diverse learners to improve science achievement, but environmental education (EE) institutions must strive to create spaces that welcome and provide equitable learning outcomes for all students. Embedding cultural and community input, values, and relevancy can be an important component to supporting equity in educational spaces for diverse students. This research aims to identify the status and needs of diversity, equity, and inclusion efforts across environmental education institutions in the state of Wisconsin, and to identify areas of strength or improvement relating to pedagogy, process, and practice. A survey designed to collect both quantitative and qualitative data was distributed to professional leaders from 112 environmental education organizations across the state. Data indicates a divide between perceived ability of environmental education organizations to facilitate pedagogy that is inclusive to students’ communities and cultures, and the availability of resources, training, or efforts to accommodate this level of inclusivity, including the development of diverse partnerships to support such goals. Cultural and community input can be an invaluable resource in creating welcoming, equitable youth development learning environments for diverse groups of students. Neglecting these resources can further marginalize students from accessing or demonstrating achievement in environmental education settings.
Recommended Citation
Bauer, Jody; Hougham, Robert Justin; and Gruenewald, Lily
(2025)
"Assessing Statewide Programming in Wisconsin Environmental Education: The Role of Culture and Community in Youth Development Programming,"
Journal of Youth Development: Vol. 20:
Iss.
4, Article 8.
Available at:
https://open.clemson.edu/jyd/vol20/iss4/8
Included in
Child Psychology Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Developmental Psychology Commons, Leadership Studies Commons
