The Role of Framing in Sustainability Education: Results From Survey Experiment With Educators in New York City

• In Event: Survey Experiments in Educational Research: International Perspectives on an Innovative Research Methodology

Abstract

Objective
We use survey experiment to test whether different framing of environmental and sustainability education (ESE) affect the motivations of educators in New York City (NYC).

Perspective
Scholars often frame ESE as a local response to global challenges (the idiom "think global, act local" captures well this sentiment). Furthermore, scholars emphasize the importance of educative practices – e.g., infusing ESE across school subjects – as a long-term strategy for addressing sustainability challenges. However, we know very little whether these frames or presentations actually motivate educators.

Methods
The instrument included a survey experiment in which we manipulated two components to test for framing/wording effects (see Appendix). First, we varied the description of the initiative; half of the sample read about NYC sustainability goals, whereas the other half read about the United Nations sustainability goals (both sets of goals were adopted in 2015). Second, we varied the ways in which sustainability coordinators can help achieving these goals; half of the sample read about improving school facilities (e.g., recycling program), whereas the other half read about incorporating environmental topics across subjects. Overall, the manipulation of two components in this experiment yielded four versions of the survey (2 x 2 = 4). Each version was randomly assigned to respondents.

Data source
We use data from a survey of SCs (n=1,126), which was conducted in May-June 2019.

Results
In contrast to common thinking, we find that framing ESE in local terminology increases motivation more than global terminology. As for situating ESE in educative or facilities practices, we find no significant effect on motivation. More specifically, using multivariate analyses, we find that SCs were more familiar with the local goals than the global goals (heard great deal – 22% vs. 8%, respectively). Similarly, we find that SCs who read about the local goals were more likely than others to perceive their role as important (extremely important – 27% vs. 20%) and to report on high motivation (score on a scale of 0-100: M1=76.4 vs. M2=73.2). These patterns hold even after we adjusted for background variables.

Significance of the study
Similar to other major cities around the world, NYC has initiated several efforts to address long-term challenges relating to sustainability. The most recent mayors put forward comprehensive plans to accommodate the additional one million people projected to live in the city by 2030, combat climate change, increase resiliency, and enhance the quality of life for all residents. NYC has the largest school system in the United States. More than 1.1 million students and over 1,850 schools fall within the DOE's jurisdiction—thus, the agency's actions significantly impact the city's ecological footprint. Therefore, both Mayors addressed the city's education system as part of their sustainability plans. Published in 2009, Chancellor's Regulation A-850 established the DOE Office of Sustainability and required every public school to appoint a sustainability coordinator (SC). In light of complex city budgeting and limited resources, the position was established as an add-on position for current fulltime employees without compensation. This policy design makes the question of motivation pertinent.

Authors

• Oren Pizmony Levy, Teachers College, Columbia University

• Erika Kessler

• Meredith McDermott, New York City Department of Education

• Thad Copeland, The New York City Department of Education.