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"Recycling Influences: Exposure to Childhood Environmental Education" Janet Hollinger Hamline University

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Hamline University DigitalCommons@Hamline School of Education Student Capstone Theses and School of Education Dissertations Fall 2018 "Recycling Influences: Exposure To Childhood Environmental Education" Janet Hollinger Hamline University Follow this and additional works at: https://digitalcommons.hamline.edu/hse_all Part of the Education Commons Recommended Citation Hollinger, Janet, ""Recycling Influences: Exposure To Childhood Environmental Education"" (2018). School of Education Student Capstone Theses and Dissertations. 4442. https://digitalcommons.hamline.edu/hse_all/4442 This Thesis is brought to you for free and open access by the School of Education at DigitalCommons@Hamline. It has been accepted for inclusion in School of Education Student Capstone Theses and Dissertations by an authorized administrator of DigitalCommons@Hamline. For more information, please contact [email protected], [email protected]. Running head: RECYCLING INFLUENCES RECYCLING INFLUENCES: EXPOSURE TO CHILDHOOD ENVIRONMENTAL EDUCATION by Janet Hollinger A capstone submitted in partial fulfillment of the Requirements for the degree of Master of Arts in Education: Natural Science and Environmental Education Hamline University Saint Paul, Minnesota August 2018 Primary Advisor: Karen Moroz Secondary Advisor: Christina Zboril Peer Reviewer: Jeff Peters RECYCLING INFLUENCES ii “If you can’t excite people about wildlife, how can you convince them to love, cherish, and protect our wildlife and the environment they live in?” ― Wes Mannion, The Crocodile Hunter: The Incredible Life and Adventures of Steve and Terri Irwin RECYCLING INFLUENCES iii TABLE OF CONTENTS CHAPTER ONE: Introduction…………………………………………………………...1 My Background…………………………………………………………………...1 Environmental Education History…………………………………………………3 International Recommendations for Environmental Education…………………...7 Summary…………………………………………………………………………..8 CHAPTER TWO: Literature Review……………………………………………………10 Chapter Overview………………………………………………………………..10 Municipal Solid Waste Generated…….…………………………………………10 Recycling Programs……………………………………………………………...13 Participation Rates in Single- and Multi-Stream Recycling Curbside Report…..15 Environmental Education-A Bit of History……………………………………..17 Environmental Literacy………………………………………………………….19 Local Public School Curricula…………………………………………………...21 Elementary School Level………………………………………………...22 Middle School Level……………………………………………………..23 High School Level……………………………………………………….24 Environmental Education in Other States………………………………………25 Influential Variables…………………………………………………………….28 Age………………………………………………………………………28 RECYCLING INFLUENCES iv Income……………………………………………………………………29 Education Level………………………………………………………….29 Gender……………………………………………………………………29 Household Status………………………………………………………...29 Race or Ethnicity…………………………………………………………30 Subject Knowledge………………………………………………………30 Attitudes…………………………………………………………………………31 What influenced the Notable Figures in the Environmental Education Field…...36 Summary…………………………………………………………………………39 CHAPTER THREE: Methodology………………………………………………………41 Introduction………………………………………………………………………41 Paradigm…………………………………………………………………………41 Participants……………………………………………………………………….42 Recycling Observation…………………………………………………………...44 Survey……………………………………………………………………………45 Summary…………………………………………………………………………46 CHAPTER FOUR: Results……………………………………………………………...48 Introduction………………………………………………………………………48 Demographics……………………………………………………………………49 Recycling Attitudes………………………………………………………………55 Actions Available to Take……………………………………………………….56 Responses on Actual Participation……………………………………………….57 Residents Who Recycle………………………………………………….57 RECYCLING INFLUENCES v Residents Who Do Not Recycle……………………………………….. 58 Recycling Observation…………………………………………………………..59 CHAPTER FIVE: Conclusion…………………………………………………………...62 REFERENCES…………………………………………………………………………..65 APPENDIX A……………………………………………………………………………73 APPENDIX B……………………………………………………………………………78 APPENDIX C……………………………………………………………………………83 RECYCLING INFLUENCES vi LIST OF TABLES Table 2.1 – Pounds of Recyclables Generated Annually………………………………...12 Table 2.2 – Items Collected and Processed for Recycling in the Research Area………..16 Table 2.3 – Typical Characteristics of Environmental Activists………………………...38 Table 4.1 – Survey Result – Previous Environmental Education………………………..54 Table 4.2 – Survey Result -- Positive Survey Questions…….…………………………..55 Table 4.3 – Survey Result - Negative Survey Questions…...……………………………56 Table 4.4 – Survey Result – Reason Why Recycle……………………………………...57 Table 4.5 -- Survey Result – Reason Why Do Not Recycle……………………………..58 Table 4.6 – Observation Sample…………………………………………………………60 RECYCLING INFLUENCES vii TABLE OF FIGURES Figure 2.1 MSW generation (by material)……………………………………………….13 Figure 2.2 Proposed Model of Responsible Environmental Behavior…………………..33 Figure 3.1 Aerial view of SW1…………………………………………………………..43 Figure 3.2 Aerial view of SW2…………………………………………………………..43 Figure 3.3 Standard trashcan and commingled recycling container……………………..45 Figure 3.4 Commingled recycling container, bins for sorting, standard trash can………45 Figure 4.1 Survey result – household income……………………………………………50 Figure 4.2 Survey result – length of time in residence…………………………………..50 Figure 4.3 Survey result – solar panels…………………………………………………..51 Figure 4.4 Survey result – education level………………………………………………52 Figure 4.5 Survey result – year of high school graduation………………………………53 Figure 4.6 Survey result- previous environmental education……………………………54 RECYCLING INFLUENCES viii Hol linger, J. Recycling Influences: Exposure to Childhood Environmental Education (2018) The research question addressed was what do people who participate or do not participate in a neighborhood recycling program report regarding their exposure to childhood environmental education? It focuses on 2 communities in the southwestern United States. The author documents details of a qualitative survey as well as presents data from 2 seven-week-long observations. While the survey was minimal, the observation results show that only a small change can markedly affect the participation in recycling programs. RECYCLING INFLUENCES 1 CHAPTER ONE Introduction This chapter includes my personal background, as well as the reasons that I have decided to conduct research into recycling. I have often wondered why a person does not recycle. I often wonder why a person litters. Many environmentally-friendly habits take just a small amount of time or effort, so why not take that time, and expend that effort? For this capstone, I will concentrate on neighborhood curbside recycling and explore the exposure to childhood environmental education of people who participate or do not participate in a neighborhood recycling program? What do people who participate or do not participate in a neighborhood recycling program report regarding their exposure to childhood environmental education? Neighborhood curbside recycling is one example but my question could just as easily apply to other environmentally-friendly habits. I have three research goals for this project. One, I want to understand the opinion of people who do and do not participate in this recycling program. Two, knowing the opinions of people who do not participate could provide me with an opening to discuss why recycling is important in an effort to persuade them to participate. Three, it could illuminate areas that need revision in current environmental education programs. I am motivated to conduct this research because I agree with Julianna H. Burchett, when she stated in her 2015 study: RECYCLING INFLUENCES 2 media reports of deteriorating ecosystems and environmental disasters should trigger an emotional reaction among people. People’s initial reactions should not be to choose ignorance or be in denial of reality. Instead, they should be well educated and be able to comprehend the magnitude of environmental issues that are occurring and how these issues affect them. There should be no reason for environmental denial, as everyone should be educated enough to be fully aware of what is happening in the world. Additionally, society should have a basic understanding of the importance of various ecosystems and resources for human existence. (Burchett, 2015, p. 51) With education, people may learn what they can do to prevent major environmental disasters, such as the reduction of available water in the West, the loss of habitat, and the potential hazards of plastic to the environment. The first section of this capstone will describe the local recycling program, and how it can positively affect the environment, i.e. amounts of waste saved from going into dumps, and how my area compares to other cities. I will delve slightly into some educational standards for several states’ public education. If children, and anyone for that matter, do not know there is a problem, they cannot work on finding a solution. Environmental Education is a key element in illuminating the problem. As part of the research, a survey will be conducted to illuminate some attitudes and/or motivations on recycling and gather some impersonal and confidential data about my neighborhood. I will determine the demographics of my neighborhood, as to range of income, level of education, ownership or rental of the home, and participation in other environmentally- RECYCLING INFLUENCES 3 friendly habits. As part of this neighborhood, at this point, I do not know if I am part of the norm, or if I am a statistical outlier. My Background I cannot remember a time
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