Transformative ecojustice pedagogies: Outcomes of sociology students mentoring high school service learners

Abstract

This case study investigated the transformative learning outcomes for undergraduate students enrolled in two sociology courses taught by The State University of New York at Albany, at an urban ecoliteracy environmental justice center. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, and focus groups with university student, high school, and community stakeholders. In the short-term, sociology students exhibited an increased interest in civic engagement, an heightened awareness of community and environmental issues, and committed to adopting pro-environmental behaviors. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the fields of urban environmental education and environmental sociology that advocate for a better understanding of the outcomes of programs that facilitate youth mentoring and experiential ecojustice pedagogies that emphasize social justice development, issues of power and justice, and the enhancement of civic engagement, action competencies, and critical consciousness.

Keywords:

• environmental justice
• civic engagement
• ecojustice pedagogy
• place-based learning
• youth mentoring

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 “Natural mentoring relationships differ from formal mentoring relationships in that these relationships develop organically between a youth and an adult from that youth’s pre-existing social network” (Sánchez et al., 2018, p. 2).

2 During post-program semi-structured interviews and focus groups the majority of high school service learners explained that they would have liked to have spent more time working with their university mentors, and further discussed their appreciation for working daily with an ethnically diverse group of university students, especially in relation to providing youth with a better understanding of the college experience and life transitions.

3 This sociology student later volunteered at Radix, worked for a NY State Senator, became a youth trail leader and environmental educator for Americorps, and is now pursuing a graduate degree in environmental planning.

4 During pre-course interviews this sociology student stated their intent to pursue social work with LGBT youth upon graduation. During post-course interviews, as a result of taking the courses, this student stated a change of future plans to work with youth, agriculture, and education. In 2021 and 2022 this student worked as both a youth farm educator and wildlife rehabilitation EE specialist.

5 This student later returned to the ecology center to volunteer.

6 Post Summer 2019 we found that 64 percent (9/14) of the high school service learners returned to either volunteer or work at Radix at a later date for an entire summer or entire academic school year (but not during the Spring 2020 COVID-19 shutdown). See Schneller et al. (2022) for a detailed description of outcomes among high school service learners and community stakeholders participating in Radix’s Ecojustice Summer Youth Employment Program.