Environmental Justice and Green Schools—Assessing Students and Communities’ Access to Green Schools
Shan Zhou and
Social Science Quarterly, 2019, vol. 100, issue 6, 2223-2239
Objective We investigate equity in the distribution of green schools, what kind of student populations they serve, and what kinds of communities host them. Methods Leveraging national school enrollment data (2000–2014), Leadership in Energy and Environmental Design data, and communities’ characteristics data from 2010 U.S. Census, we estimate logit models to examine the association between green schools and student and community demographics. Results Higher percentages of minorities in both student population and hosting neighborhood are associated with greater likelihood that new schools are green. New schools in more affluent and less educated communities are less likely to be green. Conclusion There is a lack of evidence for environmental injustice in students’ and communities’ access to new green schools in the United States. New schools serving lower‐income and minority families and children are more likely to be green, although environmental justice indicators such as education show somewhat “unjust” patterns.
References: Add references at CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:bla:socsci:v:100:y:2019:i:6:p:2223-2239
Ordering information: This journal article can be ordered from
http://www.blackwell ... bs.asp?ref=0038-4941
Access Statistics for this article
Social Science Quarterly is currently edited by Robert L. Lineberry
More articles in Social Science Quarterly from Southwestern Social Science Association
Bibliographic data for series maintained by Wiley Content Delivery ().