Environmental Knowledge, Awareness and Concern Among 11th-Grade Students: New York State

Abstract

This article reports on a 1990–1991 study of 11th-grade students in New York State. The authors surveyed approximately 3,200 students from a sample of 30 secondary schools to assess levels of environmental knowledge, environmental awareness, and environmental concern. Independent variables included type of school, region of school, and the level and sex of students. Further, the authors controlled for reported sources of environmental information and interest in greater exposure to environmental issues at school. They found that, although students scored rather low on knowledge questions, they displayed higher scores on awareness and concern, and 56% of the students reported that they would like additional environmental education to be offered in school. This research is important from a policy perspective because New York, like many other states, has only minimal formal environmental education requirements in the secondary curriculum and instead suggests individual teacher infusion. As such, it is not surprising that variation was found between and within schools with regard to environmental learning. Additionally, New York State is a paradigm for national environmental education as it has the dubious honor of hosting a plethora of national environmental problems within state lines. Thus, this article closes with policy suggestions for improved environmental education at the secondary school level within New York State and the United States at large.