How Green Is the Big Apple? Social Inequality and School Engagement With Environmental and Sustainability Education

• In Event: 70.052 - Researching Policies and Programs: Critical Analysis of Assessments and Evaluation Measures

Abstract

This paper explores the social predictors of schools’ engagement with Environmental and Sustainability Education (ESE) in New York City. Drawing on political ecology scholarship and social-movements theory, we test different explanations for why schools choose to offer ESE programs. Using data from 1,512 schools and 23 non-for-profit organizations operating in the City, we find that only one-third of schools offer at least one ESE program. Multivariate analysis suggests that social inequality shapes the opportunity to engage with ESE: schools serving well-off populations are more likely than other schools to offer ESE programs. Also, high schools and large schools are more likely than other schools to offer ESE programs. We discuss these patterns and their implications to theory and practice.

Authors

• Oren Pizmony Levy, Teachers College, Columbia University

• Rosa Fernandez, Teachers College, Columbia University