Undergraduate experiences with sustainability courses: insights for diversifying sustainability education

Abigail Sullivan (), Anne Short Gianotti, Alice Scollins, Lisa Tornatore, Beverly Ge and Mya Briones
Additional contact information
Abigail Sullivan: Boston University
Anne Short Gianotti: Boston University
Alice Scollins: Boston University
Lisa Tornatore: BU Sustainability, Boston University
Beverly Ge: Boston University
Mya Briones: Boston University

Journal of Environmental Studies and Sciences, 2024, vol. 14, issue 3, No 10, 548-567

Abstract: Abstract Many universities have committed to providing opportunities for all undergraduates to engage with sustainability education. However, the disciplines that comprise the broad field of environmental studies and sciences, including sustainability science, remain some of the least diverse scientific disciplines in terms of race, ethnic, and gender composition. To achieve commitments to students, institutions must increase diversity and foster inclusion in sustainability courses and programs. Information about how students perceive, decide to engage with, and experience sustainability education may provide insight into the lack of diversity and help shape efforts to make courses more inclusive. We contribute an analysis of undergraduate student experiences with sustainability courses at Boston University. Through a social survey, we find that respondents who have taken a sustainability course report inclusive course experiences, with some differences across gender identities. Through focus groups designed to reach diverse students, we find that race and gender dynamics influence students’ perception of inclusivity in sustainability courses. Our data also indicate that general education requirements and lack of interest are the primary barriers to choosing sustainability courses. We discuss student-identified strategies to increase the diversity and inclusiveness of sustainability education. Some suggestions for diversifying include increasing student awareness of sustainability topics, designing courses with content that students perceive as relevant, and ensuring that courses meet general education requirements. We also identify actions to increase inclusivity such as addressing race and gender dynamics through representation of diverse identities in course materials and experiences. This study contributes social survey and focus group instruments that researchers can implement at any university in efforts to make sustainability education more diverse and inclusive.

Keywords: Course design; Diversity and inclusion; Environmental studies; Focus groups; Social survey (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://link.springer.com/10.1007/s13412-024-00938-w Abstract (text/html)
Access to the full text of the articles in this series is restricted.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:spr:jenvss:v:14:y:2024:i:3:d:10.1007_s13412-024-00938-w

Ordering information: This journal article can be ordered from
http://www.springer.com/economics/journal/13412

DOI: 10.1007/s13412-024-00938-w

Access Statistics for this article

Journal of Environmental Studies and Sciences is currently edited by Walter A. Rosenbaum

More articles in Journal of Environmental Studies and Sciences from Springer, Association of Environmental Studies and Sciences
Bibliographic data for series maintained by Sonal Shukla () and Springer Nature Abstracting and Indexing ().