Investigating the Impacts of Justice-Focused Environmental Education

Degree Year

2026

Document Type

Thesis - Oberlin Community Only

Degree Name

Bachelor of Arts

Department

Sociology

Advisor(s)

Christie Parris

Committee Member(s)

Christie Parris
Greggor Mattson

Keywords

Environmental justice, Environmental education, Emotions, Environmental sociology

Abstract

This research investigates the impacts of justice-focused environmental education on students’ emotions surrounding climate change and engagement in pro-environmental behaviors. I argue that bringing strategies of social justice education into environmental education by centering environmental justice topics can help focus on personal and emotional dimensions of climate change. This mixed methods study involved an educational intervention through a voluntary 12-week Climate Justice course, and utilized pre/posttest surveys and 11 in-depth interviews. In my findings chapters, I first detail the educational intervention used within this study, covering course objectives, content, and rationale. I will then explore four key pedagogical findings from the course, which include building personal connections, students’ favorite units, building confidence with environmental literacy, and the importance of experiential learning. Next, I examine how students’ emotions and behaviors were influenced by taking Climate Justice ExCo, how feelings of hope increased, and students’ self-efficacy after the course. Finally, I showcase the importance of peer support and community-building in the fight against the climate crisis, and how students were motivated to take climate action by learning that they were not alone in their concern for climate issues. These findings suggest the importance and effectiveness of centering environmental and climate justice topics, addressing emotions, and building community within environmental education.

Notes

Additional Department: Environmental Studies

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