The role of gender, race, and ethnicity in environmental identity development in undergraduate student narratives

Abstract

Recent work in environmental psychology and education emphasizes environmental identity as important in predicting a broad array of environmental behaviors. However, there are gaps in understanding how other social identities interact with environmental identity. We conducted semi-structured interviews with 30 undergraduate students from diverse backgrounds supplemented by environmental identity and demographic surveys. Our interviews showed that gender and race/ethnicity affect the development of undergraduate environmental identity by influencing (1) significant life experiences (SLEs) with nature and (2) important social influences in environmental identity development. In particular, gender and race impacted relationships with mentors, gender stereotypes limited potential SLEs, and gendered physical concerns constrained environmental activities. Other themes included the role of socio-economic status and nature as a source of empowerment. Our work suggests that research is needed on the interplay among different identities and environmental identity, and that further work is necessary to make the environmental field inclusive for all.

Keywords:

• Environmental identity
• environmental education
• significant life experience
• gender
• race and ethnicity
• diversity

Acknowledgements

We would like to thank 30 anonymous Duke undergraduate students who participated in this study and shared their personal experiences. Dr. Charlotte Clark provided advice during the early development of this study, and Dr. Elizabeth Albright gave feedback on the drafts. We are indebted to Francis Commerçon, Ziqi Deng, Pauline Grieb, Anna Matthews, and Yue Zhou for their valuable feedbacks on the survey and interview design.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ruolin E. Miao

Ruolin Eudora Miao received her BS from Duke University with majors in Biology and Environmental Science and Policy. Her passion for environmental education led her to work as an education intern at the Duke Lemur Center. She also co-founded and led an undergraduate natural history club that provided free, accessible natural history outings for students from all backgrounds. She is a certified National Association of Interpretation (NAI) Interpretive Guide and received the Winifred Quinton Holton Prize for Innovative Work in the Field of Education in 2019.

Nicolette L. Cagle

Dr. Nicolette Cagle is a dedicated ecologist, environmental educator, and environmental communicator. She applies her passion for these disciplines both as a Lecturer in the Nicholas School of the Environment (NSOE) at Duke University, where she teaches and conducts research, and as a volunteer for local environmental organizations. In addition, she serves as the Director of NSOE K-12 Diversity Pathways Programs, Director of the Environmental Science Summer Program at Duke, and Director of the NSOE Communications Studio. She is a certified NAI Interpretive Trainer and North Carolina Environmental Educator. She has also earned certificates in the North Carolina Botanic Garden Native Plant Studies and Kamana I Naturalist programs. She has also earned the Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA).