Date of Award

9-21-2025

Document Type

Open Access Thesis

Department

Earth and Ocean Sciences

First Advisor

Katherine Ryker

Abstract

Environmental Education (EE) has a history that has been typically defined by traditionally dominant identities (White, male, able-bodied, etc.). The North American Association for Environmental Education (NAAEE) offers a unique position as frontrunners for the field of EE and have the duty to provide an inclusive-minded education for and about the environments throughout the world. Through NAAEE’s affiliate network within the United States, this paper details a glimpse into the work towards inclusion by surveying its leadership position holders about the broad subject and several interconnections of inclusion. Upon completion of the survey, participants who opted to participate in a post-survey interview to discuss general survey responses and provide additional context to the nature of the survey through focus groups and interviews. On average, survey respondents generally reported more inclusive response options than less inclusive ones. Inclusive Beliefs and Inclusive Attitudes survey categories showed a higher reported average than Inclusive Behaviors. Overall, Inclusive Behavior, both individual and organizational, showed to be much lower than other survey categories and had weak correlations with Inclusive Beliefs and Inclusive Attitudes. A consistent concern expressed by survey participants within interview and focus groups was the capacity, in skill, money, or time, to complete and commit to inclusive projects within their EE associations. NAAEE and its affiliates should continue their commitment to NAAEE’s inclusive goals and have several simple actions to improve their ability as organizations to recruit and commit to a more diverse, just, and inclusive organizations.

Rights

© 2025, Connor Chilton

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