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ENVIRONMETAL JUSTICE AND SOCIAL WORK EDUCATION:

EXPLORING SOCIAL WORK PROGRAMS

A Thesis Presented to the Faculty of California State University, Stanislaus

In Partial Fulfillment of the Requirements for the Degree of Master of Social Work

By Jennifer Hollenbeck May 2020

CERTIFICATION OF APPROVAL

ENVIRONMETAL JUSTICE AND SOCIAL WORK EDUCATION:

EXPLORING SOCIAL WORK PROGRAMS

by Jennifer Hollenbeck

Signed Certification of Approval page is on file with the University Library

John A. Garcia, Ph.D. Date Professor of Social Work

Sevaughn Banks, Ph.D. Date Assistant Professor of Social Work

DEDICATION

I dedicate this thesis to my family, who’s support, love and encouragement has given me the strength to endure.

To my mom:

You are resilient in the face of adversity. I know the hardships we have experienced and I thank you for never wavering and giving up. You taught me that no matter the obstacles, hardships, or painful experiences we must keep fighting and striving for a better tomorrow.

To my Love:

Without you, none of this would have been possible. I know how incredibly hard you work to keep our family happy, healthy and thriving. Through all the challenges that we face together, I have always felt your love, support and encouragement. I am eternally grateful. Thank you for being my best friend.

To my three children:

Ryan, Luke and Lily, you three hold the key to my heart. All that I Am, everything I do, every goal, every wish is for you. I want you to know that dreams are possible, and even though at times it may feel too distant and unattainable, it is not impossible. Listen to yourself and never neglect your inner integrity, uniqueness, and self love. I love you with all of my being!

ACKNOWLEDGEMENTS

I would like to acknowledge all of the participants in this study. Your knowledge, expertise and passion for environmental social work is truly inspiring.

To my thesis chair, John Garcia, without your sincere guidance, thoughtful wisdom, and compassionate support, this thesis would have not been possible. You exemplify dedication and awe-inspiring passion. Thank you.

TABLE OF CONTENTS PAGE

Dedication ...... iv

Acknowledgements ...... v

Abstract ...... viii

CHAPTER I. Introduction ...... 1

Statement of the Problem ...... 1 Statement of the Purpose ...... 5 Significance of the Study ...... 6

II. Literature Review...... 7

Defining Environmental Justice ...... 8 Curriculum Integration...... 10 Social Change ...... 12

III. Methodology ...... 17

Research Design...... 17 Sampling Plan...... 18 Instrumentation...... 19 Data Collection...... 19 Plan for Data Analysis...... 20 Protection of Human Subjects...... 20

IV. Results ...... 22

Quantitative Findings...... 22 Model Home Pages...... 23 Qualitative Findings...... 27 Definition of Terms...... 28 Educational Strategies...... 29 Obstacles and Challenges ...... 31

V. Discussion ...... 36 vi

Overview of Major Findings ...... 36 Major Findings and Literature ...... 37 Limitations ...... 40 Implications for Practice Policy and Future Research ...... 41

References ...... 45

Appendix

A. Interview Questions ...... 51

vii

ABSTRACT

This study describes and explores efforts to incorporate environmental justice in

MSW programs across the nation. The study began with an initial internet search examining the number of MSW programs across the nation that appear to be incorporating environmental justice into their curriculum and followed up with in- depth interviews with prominent MSW instructors who are guiding the field related to environmental justice. The findings indicate that only 31.6% of the MSW programs surveyed showed evidence of environmental justice, which left 68.4% of the sample of MSW programs that do not show “any” evidence of environmental justice content on their webpages. Approximately 35% of the 60 programs appear to show evidence of environmental justice content on their website. provide invaluable information and admirable content on environmental social work. The participant interviews revealed that with guidance, the educators helped students achieve an ecologically conscious mindset through relevance, connection and insightful consideration.

viii

CHAPTER I

INTRODUCTION

Statement of the Problem

Scientists and environmentalists alike can agree that environmental decline is unprecedented. Due to the rapid rate of climate change, humans and other organisms are unable to adapt to keep pace with the rate of environmental change (Jung, 2016).

The consequences of human impact on the environment influences weather patterns and raises the development of natural disasters. “Environmental threats confronting

U.S. communities span a continuum from acute hazards such as natural disasters, to chronic, slow-onset stressors such as prolonged drought, rising urban pollution levels, and intransigent urban spatial inequities” (Kemp & Palinkas, 2015, p. 3). Climate change, fossil fuel production and emission, natural resource depletion, and mass pollution impact everyone; however, environmental degradation affects low income and impoverished communities at a much higher instance. Climate-related disasters have increased in magnitude resulting in substantial loss. “Over the past decade, more than 700,000 women, men and children lost their lives, over 1.4 million were injured and approximately 23 million are homeless as a result of disasters” (United Nations

Development program, 2018 p. 1).

Currently in communities throughout the United States, people are faced with droughts and water shortages. Droughts and drier than normal conditions are causing some of the deadliest wildfires known to date. As these fires rage through rural

2 communities, thousands of people are displaced as entire neighborhoods burn to the ground and challenge an already exhausted housing crisis. During the California

Butte fire in 2015, close to 600 residents lost their homes, and many of the victims camped in tents or trailers as they awaited funds from the government. Government assistance can lack in time, duration and support. Consequently, surrounding communities began to witness a significant rise in rent and market value for homes following the disaster (The Guardian, 2017). Communities experiencing hurricanes, flooding, large scale pollution and wildfires will undoubtedly endure local economic disruption. The poor and marginalized are uniquely impacted and at times may never recover from their losses.

The communities most affected by environmental injustices are the same communities where social workers provide aid at all levels within the community

(McKinnon, 2008). The desire to implement practical, effective, evidence-based strategies for anticipating global environmental threats remains elusive (Kemp &

Palinkas, 2015). Social work can play an integral role in developing and implementing policies and change, including guiding efforts to mobilize and strengthen communities as well assist in local, national and international disaster responses. Nevertheless, despite the efforts that have been made to incorporate environmental justice into social work, environmental issues and the social work profession continues to need further development (Jung, 2016). Mckinnon (2008) urges “Social work has the opportunity to be a part of the solution rather than an uninvolved bystander to the emerging environmental predicaments” (p. 266).

The link between social justice, environmental justice, and human rights is increasingly being recognized (Schmitz et al., 2012). The National Association of

Social Workers Code of Ethics (2013, preamble, paragraph one) states, “fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living” (p 2). During the past decade, an integrated process began to incorporate environmental justice within the social work educational framework. The Council on Social Work Education, the Commission on Global

Social Work Education, and the Commission for Diversity and Social and Economic

Justice joined forces and officially launched the Committee on Environmental Justice

(Jung, 2016). The Council for Social Work Education revised the Educational Policy and Accreditation Standards to incorporate environmental justice education within the social work curriculum. The term ‘Greening social work’ emerged creating a new paradigm.

Under the current climate of the environmental crisis, there has been a recent surge of interest and Social Work programs are adopting curriculum to include environmental justice. The University of Buffalo news and events webpage highlights an article detailing the School of Social Work Global Interest Group Annual

Symposium. The article begins by giving importance and attention to environmental justice and those who are affected by disasters. The conference organizers included diverse topics and presenters. Professor and Associate Dean, Hillary Weaver, one of the organizers, who is also Lakota, spoke at the opening of the session, pointing out the many cultures that revere the earth as both life giving and deserving respect.

Shannon Billiot, Assistant Professor at the University of Illinois, introduced phrases like “climate refugee” and “climate migrant” which describes people who are forced to leave their homes because of the rising dwindled natural resources resulting from environmental changes.

The Office of Sustainability at Washington University in St. Louis launched the Environmental Justice Initiative In the fall of 2015. The initiative seeks to integrate environmental justice into the university’s teaching, research and service by gathering students, faculty, and community members around key environmental justice concerns. Faculty and staff were very enthusiastic and supportive of a steering committee to help Washington University move closer towards the environmental justice-initiated goals (Hage, 2017).

Unfortunately, while there have been actions at the National level, there is limited data that provide a clear picture of how successful the campaign has been to stimulate environmental justice content into graduate social work education. Findings from a study by Hudson (2014) suggest that professionals and professors alike were unreceptive to environmental social work, possibly suggesting professors were not aware of the pressing urgency of the issues. A study by Yung

(2016) looked at social work students’ attitudes towards environmental and suggested that, “overall Arizona State University social work students feel knowing about environmental issues would help them become a better social worker, unfortunately, half of these students do not know where to find information on environmental issues” (p 34).

While progress is being made, it is critical that we gather information regarding how the profession and how social work programs are responding to the call for incorporating environmental justice into curriculum. This cannot simply be the work of a few. This must be a collective action. As such, it is important for us to know the work that is being done and factors that are contributing to the lack of action. If Social Work programs are not addressing the issues of environmental justice, then we are not preparing future social workers for the unavoidable future.

This is no longer an option in education, but rather a necessity and a responsibility of educators.

Statement of the Purpose

The purpose of this study was to explore and describe efforts to incorporate environmental justice in MSW programs. This study is a mixed method design beginning with an initial quantitative internet search to examine the number of MSW programs across the nation that appear to be incorporating environmental justice into their curriculum. The qualitative analysis included in-depth interviews with prominent MSW instructors who are guiding the field related to environmental justice. The major quantitative research question guiding this study was: Based on their program webpage, what percentage of MSW Programs across the nation are addressing environmental justice issues and what type of content is being included in their Programs? The guiding qualitative research question was: What are the experiences of social work faculty in incorporating environmental justice content into

6 their MSW programs, including the challenges or obstacles encountered when incorporating curriculum into their MSW program.

Significance of the Study

Professional interviews may provide a unique opportunity to understand current trends in social work education about environmental justice. This study may assist educators with potential material to expand curriculum considering the pressing environmental concern. The increased natural disasters have a staggering impact on families and communities. Social Workers are first responders and are expected to be on the front line, addressing crisis and trauma.

The increased need for qualified social workers within this field is urgent.

Education will ultimately give practitioners an in-depth opportunity to best serve vulnerable populations locally, nationally and internationally. In this global era, and political climate, social work students must be available to engage in discussions with informed solutions of inequality, human rights, and environmental justice. Social work students must be aware that we are facing a very real environmental crisis concerning humanity. The only way to guide in the efforts and mobilize solutions is through education and compassionate practice

CHAPTER II

LITERATURE REVIEW

Social work began as a movement for social reform with a model of intervention. The emerging profession focused on individual and family intervention and lobbied for social change with a dedication and commitment to the poor, oppressed and marginalized in our society. Naturally the demands of society are ever evolving, with the profession now facing new challenges in light of the current environmental crisis. In 2010, with the theme of the 56th CSWE annual program meeting being “Promoting Sustainability in Social Work”, the Council on Social

Work Education (CSWE) declared that sustainability is the social justice issue of the

21st century.

This literature review is organized around three major components that establish the context and background information for this study. The first section focuses on defining the concept of environmental justice, along with key terms that are connected to environmental justice work. The second section examines strategies that are being employed by social work educators and schools of social work around curriculum development and curriculum integration regarding environmental justice.

The final section examines social change actions that have been undertaken by social work activists or social workers in collaboration with other groups to implement environmental justice into community action. This literature review highlights the

8 charge that is before the social work profession to prepare social workers to engage in environmental justice work.

Defining Environmental Justice

In the United States, environmental justice has been defined as the fair treatment and meaningful involvement of all people regardless of race, ethnicity, income, national origin, or educational level with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies

(EPA). Environmental injustice derives from a broad range of environmental depletion and degradation issues.

Social work’s “person in the environment” perspective in fact emphasizes our role in the environment and perhaps how we help to shape our “natural” and political environment. Environmental, ecological, or “Green'' social work are terms used to describe various approaches to addressing environmental justice.

Lena Dominelli (2012) described green social work, “as that part of practice that intervenes to protect the environment and enhance people’s well-being by integrating the interdependencies between people and their socio-cultural, economic and physical environments” (p. 8). Domenelli seeks to create a specific subject of study in an area that has been largely neglected in social work with a focus on the interaction between equality, securing the well-being of people, animals and plants and protecting their physical environments. In the book “Green social work” (p.19-

41) author Domenelli describes “A Professional Crisis within Social and

Environmental calamities”. According to Dominelli, “the aim of green social work is

9 to work for the reform of the socio-political and economic forces that have a deleterious impact upon the quality of life of poor and marginalized populations, to secure the policy changes and social transformations necessary for enhancing the well-being of people and the planet today and in the future” (p. 25).

Besthorn (2001) implores that deep ecology replaces the ideology of economic growth with the ideology of interdependence and ecological sustainability.

Deep ecology, founded by the late Norwegian philosopher Arne Naess (1973), is an ecological consciousness cognitive project, which involves a conception of the way in which human consciousness develops awareness with relation to the natural environment. Naess developed the idea of Deep Ecology in a 1973 article The

Shallow and the Deep, Long‐Range Ecology Movement in which he describes a deeper, experientially grounded approach to human/nature relationships that can be realized only through an extensive re‐evaluation of, and fundamental change in, the core values and practices of modern industrial societies. In its simplest sense, Glasser

(1995) suggested that Deep Ecology is a movement primarily focused on the ‘reversal of the ecological crisis’ (p. 138). Besthorn has consistently suggested that a deep ecology comprehensive philosophical framework might draw in the development of action strategies and has the potential to inform social work including theory, curriculum development, and policy initiatives.

In 2012, Social Work Today reported that there are three types of sustainability in social work: social, economic, and environmental. The article states that environmental sustainability requires that “natural capital remain intact,” (p1)

10 meaning natural resources should not be used in excess of their rate of renewal. The article mentions several key authors and their contributions to environmental social work. Mary proposed expanding social work values to include transpersonal elements and demands that social work education, in academic coursework, fieldwork, and continuing education, include ways in which social workers can help improve their clients’ world. The article includes several concerns according to

Coates that are simultaneously exploitive to people and the environment. The concerns include deforestation which has deprived indigenous people of their homeland; rampant environmental racism in poor neighborhoods which are demonstrated by industries dumping waste; overfishing which has depleted both the oceans and the livelihood of people dependent on the industry; and a dramatic increase in asthma and illnesses in urban children in recent years.

Curriculum Integration

There is a rather large deficit of research and literature on how to integrate environmental justice within social work education. Kemp (2011) emphasizes how more research is needed in order to provide a substantial foundation for intervention within social work education and practice. Kemp stresses that although social work is positioned to respond to the human implications of environmental change, crafting a meaningful environmental presence will require efforts at multiple levels. Kemp states that by developing a creative, multi-faceted and well-specified model of practice supported by research, we can enhance the focus on environmental practice within social work education.

Jones (2013) described three methods for adding ecological content to existing curriculum called the ‘bolt-on’ approach, ‘embedded’ approach, and the

‘transformative’ approach. The ‘bolt-on’ approach contributes ecological content to the existing curriculum by relating it to similar topics; the ‘embedded’ approach is integrating ecological content throughout the curriculum; the ‘transformative’ ecological approach involves providing a holistic understanding of the natural environment. This is referred to as ‘eco-literacy’ and it comes from the perspective that humans are completely dependent on the nature around them (Jones, 2013).

In a 2019 interview, Besthorne of Wichita State University describes in depth the definition of ecological social work, how it emerged as a subfield of the profession, what practitioners are currently practicing, and the future possibilities for the profession. According to Besthorn, a key feature to ecological social work includes advocating and collaborating in the context of place-based community capacity-building.

Besthorn (2020) offers instructional techniques for social work education with an emphasis in deep ecology. The framework utilized for teaching students include ecological activism, eco-spirituality, social justice and ecologically sensitive practice.

The first exercise involves journaling techniques designed to help students realize ecological awareness. The second involves a reflective strategy that guides students to recognize the relationship between personal political identity, power, and ecological justice. The third approach involves students' ability to spiritually connect with the environment and act in a just manner toward it.

Coates, John, Hetherington, Tiani (2013) created a diverse expanded

‘Environmental Social Work’ textbook which provides an integrated theoretical and practical overview of why and how social work might respond to environmental factors affecting the societies at an individual, national and international level. The book is divided into three categories exploring what environmental social work is and how it can be put into practice. The first section focuses on theory with an emphasis in ecological and social justice, sustainability, spirituality and human rights. The second comprises case studies of environmental social work practice that include urban gardens to community organization to those affected by climate change. The final section includes environmental social work as it pertains to students and lectures.

Social Change

Currently there are climate activists and social change warriors working diligently to educate the public and students alike concerning environmental issues. In

2017, Michigan State University Social Work program sponsored an event detailing the environmental grassroots movement in their community. Adam Moore, Associate

Planner with the City of Flint discussed how social workers can become involved in environmental and community engagement to improve green spaces in communities like Flint. His recent projects include the installation of urban wetlands, duck habitats, and rain gardens, volunteer reforestation projects, using grassroots community engagement to restore blighted green-spaces and playgrounds, and the development of a place-based environmental education curriculum and interpretive signage as part

13 of “Eco-Park Projects” at Max Brandon and Lewis Street Parks. Adam Moore works directly with residents and local stakeholders to implement the Environmental parks and Open Space goals of the Imagine Flint Master Plan. Andrew Sarpolis, community organizer and environmental advocate for the Sierra Club of Michigan discussed how the Michigan Department of Environmental Quality (MDEQ) has perpetuated environmental injustice through the poorly developed policy that affects residents in urban centers including Detroit, Flint, and Lansing as well as others. Andrew Sarpolis discussed how those in poor and disadvantaged communities have experienced negative health effects and economic disparity related to the Michigan environmental policy. “The Flint water crisis is a contemporary example of the many complexities environmental crises can cause within vulnerable communities. The ramifications of environmental issues are often long term and cannot be resolved with a singular science intervention, but with the combination of efforts from science and social service fields” (Jung, 2016 p. 6).

Climate change, perhaps the most profound environmental issue of this century, has become a hot button political debate. The UN created the United Nations

Framework Convention on Climate Change in 1994 as an international treaty to help guide countries to lower greenhouse gas emissions. In 2017 Trump's and his teams decision to pull the U.S. out of the landmark Paris climate accord created a major setback to the global climate crisis. The Trump administration has moved the U.S. in the opposite direction, opening vast stretches of land and offshore water to oil and gas drilling. “Multiple analyses have shown that without rapid emissions cuts well

14 beyond what the world is undertaking the warming will continue and could blow past key thresholds that scientists say could lead to irrevocable climate-related catastrophes, such as more-extreme weather, the death of coral reefs and losses of major parts of planetary ice sheets” (The Washington Post, 2018, p. 1).

On the University of South Carolina social work news web page, there is an article that highlights how research is imperative for understanding how climate change is a social issue. The article claims that earth’s increasingly deadly and destructive climate is prompting social work leaders to focus the profession’s attention on one of humanity’s most pressing environmental crises. According to the article, there is an inherent link between social work and the social and economic consequences of environmental change. Lawrence Palinkas and other social work scholars are leading as part of the Grand Challenges for Social Work. Organized by the American Academy of Social Work and Social Welfare, the national effort seeks to achieve societal progress by addressing specific challenges and detailing how social work can play a central role in overcoming and responding to the changing environment.

To describe their vision for social work’s role in this grand challenge,

Palinkas and his partners outlined three main policy recommendations for the profession. The first recommendation emphasizes reducing the impact of disasters such as extreme weather events. Palinkas emphasized the need to develop and spread evidence-based interventions to combat that risk and respond in the wake of disasters, by ensuring that all clinicians and social work students receive training in disaster

15 preparedness and response as a critical component of the job. The framework described by Palinkas and other scholars in the Grand Challenge policy brief, calls on governments and private organizations to begin planning for climate change and related disasters at a national and community level. According to the article, many social workers are gaining awareness and are encouraged by the Grand Challenge and the overall concept of responding to environmental change from a social perspective.

A number of social work educators and scholars are heading up task forces in order to address the crisis. On May 31st 2019, The Council on Social Work Education invited members to participate in a national task force that will develop competencies and curricular resources on environmental justice, in particular, social work education faculty members who teach environmental studies content in their social work courses at the baccalaureate or master’s level. Task force members share expertise with colleagues who are committed to the advancement of environmental justice

(CSWE, 2020).

The Commission for Diversity and Social and Economic Justice and the

Commission on Global Social Work Education announced the launch of a jointly sponsored Committee on Environmental Justice. Their charge is to make recommendations to the commissions about the ways in which social work education should consider integrating issues of environmental justice into curriculum.

This chapter has highlighted work that is being conducted in schools of social work and the profession as a whole. While it is clear that much work is being undertaken to prepare social workers to combat climate change and its detrimental

16 impacts on disadvantaged communities, it is clear that more work is needed. The literature that is available for social workers reveals that there is a call to arms.

However, the literature also suggests that this call needs action. The information presented in this chapter has offered a definition of important terms to help social workers differentiate important concepts connected to environmental justice. This literature review has also provided social work educators with insights regarding curriculum development and curriculum integration. However, this literature reveals that more research, dialogue, and action is needed in all areas if the social work profession is going to be able to respond to the crisis.

CHAPTER III

METHODOLOGY

The purpose of this study was to describe and explore the work that is occurring in MSW programs across the nation related to environmental justice in social work. This study was a twofold research process beginning with a quantitative analysis of all accredited MSW programs to determine how many programs are showing evidence of incorporating environmental justice into their curriculum. An analysis of school websites nationwide was conducted to identify evidence of environmental justice with respect to core courses, electives, field education, special initiatives or departmental emphases. The qualitative research explored the experiences with leading MSW faculty who have integrated environmental justice into their MSW programs. The questions the study examined included: 1) Based on their Program webpage, what percentage of MSW Programs across the nation are addressing environmental justice issues and what type of content is being included in their Programs? and 2) What are the experiences of social work faculty in incorporating environmental justice content into their MSW programs, including the challenges or obstacles encountered when incorporating curriculum into their MSW program.

Research Design

This research study employed a mixed method design. The 2-part research

design began with the quantitative portion utilizing a traditional survey design. This

design was intended to view a snapshot of current environmental justice content on

schools of social work web pages. This portion of the study addressed evidence of

environmental justice on program webpages and allowed the researcher to document

the percentage of programs that highlighted environmental justice curriculum and the

types of classes, activities, and content offered.

The second component of the research design is the qualitative component.

The qualitative research utilized a phenomenology design to understand the experiences of faculty members through in-depth interviews. The focus of the interviews included the type of curriculum content, the strategies and processes the faculty members utilized when incorporating environmental justice topics into the

MSW programs, and the challenges or obstacles encountered when incorporating curriculum into the MSW program.

Sampling Plan

For the quantitative portion of the study, the researcher utilized a directory for

all accredited programs that includes links to all web pages. Currently, there are 311

accredited MSW Programs. The researcher visited 190 websites in order to view and

document environmental justice evidence. For the qualitative portion of the study, a

purposive non-probability sampling strategy was utilized due to the fact the goal was

to interview “experts” who are guiding the field in environmental justice social work

education. This purposive sample was developed based on two strategies. First, while

examining the various MSW websites for environmental justice content, the

researcher identified names of social work scholars and educators who are connected

to this curriculum. Second, while reviewing the literature, the researcher identified

social work faculty members who have made contributions to the knowledge base

related to environmental justice. Once the researcher compiled a pool of experts, the

researcher then contacted them to gauge their interest in being a part of the interview

for the qualitative portion of the study. The goal was to get ten leading experts to

interview; however only five participated in the interviews.

Instrumentation

For the quantitative data collection, the researcher created a dichotomous data

collection tool. The 5-item tool included the following questions: 1.) Evidence of

environmental justice on a program webpage 2.) A class offered in environmental

justice in the curriculum 3.) Mention of environmental justice included in the mission

statement 4.) Is a faculty member designated or connected to environmental justice?

5) Are there activities (conferences, seminars, community actions, articles) posted on

the website related to environmental justice? The qualitative data was collected by in-

depth interviews and was guided by a series of questions. These questions probed

experiences and challenges faced by educators. The interview questions were open-

ended questions and examined the type of content the instructors are teaching, how

they teach the curriculum, obstacles the instructors have encountered, and strategies

for engaging students. See appendix A to view the questions.

Data Collection

The quantitative data was collected by conducting an internet search with the tool described above. The researcher visited each website and used the data collection

20 tool to document evidence of environmental justice activity. The qualitative data collection was done by interviewing prominent educators. These interviews were phone interviews and lasted 30 to 45 minutes.

Plan for Data Analysis

For the quantitative portion of the study, the univariate analysis explored

significant findings for variables in the data set. The qualitative data analysis included

the Neuman 5-part plan. The 5-part plan consists of sorting and classifying, open

coding, axial coding, selective coding, interpreting and elaborating. The process of

sorting and classifying included organizing data around research questions in a word

document. Open coding was then used to narrow/reduce the volume of information

into broad categories. The researcher then located themes and key events. Axial

coding focused on the “open coding” codes, by answering the following questions.

The intent or goal developed definitions based on the data, highlighting themes that

illuminate. Selective coding includes scanning data and previous codes to look for

selective cases that illustrate the themes which guide the search.

Protection of Human Subjects

The researcher reviewed the informed consent procedures and informed the

participants about the purpose of the study, significance of the study, and benefits of

the study. The researcher explained the purpose of the study and informed

participants of their rights and responsibilities. Participants were given the option to

accept or deny involvement in the study. The participants had the right to stop

answering the questions at any given time during the interviews. The researcher did

21 not anticipate any potential harm to arise as a result of their participation. The names of the participants are not included. Data was stored in a safe, secure room. This research proposal was reviewed and approved by the Institutional Review Board to ensure the protection and the rights of the participants in the study.

CHAPTER IV

RESULTS

This chapter is organized into two major sections. The first section of the chapter focuses on the quantitative data that were gleaned from the webpages of

MSW programs across the nation, in which the researcher used the Council on Social

Work Education website and their directory of accredited programs. The second section of the chapter involves the findings from the qualitative portion of the study that specifically focused on the experiences of prominent educators and their integration of environmental justice content in the social work curriculum.

Quantitative Findings

This study first sought to examine evidence of environmental justice in MSW programs throughout the nation. Currently, the Council on Social Work Education website contains a directory of all 311 MSW program websites. Out of those 311, websites 190 (61%) were reviewed for evidence of environmental justice. Initially the researcher conducted an individual audit of each Program’s website in order to identify evidence of environmental justice. Next, to further ensure that potential environmental justice content was not overlooked, an additional search using a key phrase of “environmental social work” was conducted in each Program’s search browser. The researcher was trying to document any type of work that the program is engaged in regarding environmental justice, including curriculum, program

23 specialties, research, educational activities (workshops, conferences), community actions, faculty expertise.

Of the 190 websites that were reviewed, only 31.6% (n=60) showed evidence of environmental justice. Unfortunately, that leaves 68.4% of the sample of MSW programs (n=130) that did not show “any” evidence of environmental justice content on their webpages. This is certainly not to suggest that MSW programs are not teaching or engaged in environmental justice actions; however, it does reflect the fact that MSW programs are not providing information to program constituents and community members regarding work that they might be performing related to environmental justice.

Approximately 45% (n= 27) of the 60 programs that had evidence of environmental justice included content on their website that was part of their learning competencies in MSW handbooks and objectives. Of the 60 programs that had content evident on their website, 13% (n=8) included environmental justice in their mission statements. Schools such as Saginaw Valley State University proclaimed, “We seek to educate ethical, effective, and diversity-competent generalist social workers who are prepared to provide interprofessional services that promote human rights and social, economic, and environmental justice to the oppressed peoples and institutions that reside in rural, suburban, and urban areas.”

Model Home Pages

Approximately 35% (n=21) of the Programs with environmental justice content evident on their homepages provided relevant context and valuable

24 connections for the communities in which the schools reside. Seattle University in

Washington State showcases a local community/ student call to action project that endorses a courageous agenda to ignite change in the community. The Community

Partners Steering Committee worked with the community and the City to develop the

Equity & Environment Agenda. The strategies, opportunities and goals for leadership came from the engagement process of the community. “Community members expressed that their understanding of environmental issues was centered on the interconnectedness of community, culture, economics and business, art, nature, family, health, food, and education and equity agenda.” The City of Seattle has long been a pioneer in the environmental movement, and although the City has made great strides to be green, it faces the same challenge as the broader U.S. environmental movement that shapes environmental policies, approaches, and outcomes.

On their news and event page, Monmouth University held a lecture featuring renowned author Lena Domenilli, called Beyond Social Exclusion: Incorporating

Environmental Justice with Social Justice. The lecture detailed professor Dominelli's passion for the realization of human freedom from social inequalities and injustices and detailed her writings, policy-making forums and communities seeking to change their social and physical environments. Her current research interests include climate change and environmental social work; globalization; social and community development; social change; women’s well-being and welfare; motherhood; fatherhood; child well-being and children’s rights.

The Rutgers School of Social Work news event page features an article about social work staff, Mariann Bischoff, (Management and Policy Field Specialist and

Instructor), and Christine Morales, (Assistant Director of Recruitment and Admission and Instructor) and their involvement in environmental justice curriculum development. The CSWE's Commission on Accreditation (COA) is responsible for developing accreditation standards that define competent preparation and ensuring that social work programs meet these standards. CSWE’s Educational Policy and

Accreditation Standards (EPAS) were recently revised to include environmental justice in its core competencies. Bischoff and Morales, along with representatives from other American universities, work to create a curriculum guide for all CSWE programs nationwide. The taskforce is divided into subgroups focused on the nine core competencies. Morales will work on Competency 2: Engage Diversity and

Difference in Practice, and Bischoff will work on Competency 3: Advance Human

Rights and Social, Economic, and Environmental Justice. Morales and Bischoff have been passionate about this critical issue that affects human survival and disproportionately impacts disenfranchised people. Morales is committed to eco- resilient interventions that are balanced and multidisciplinary. Bischoff’s research on water resources and use in the Middle East as part of her Master's in Agricultural and

Biological Engineering, positions her to cultivate work around environmental justice.

“When the call for volunteers for this task force came out, we were compelled to apply,” said Bischoff and Morales. “We had sensed a critical need for social workers to address environmental injustice. As faculty with the ability to influence the

26 direction of social work education, we devised an environmental justice course in

2017. We are excited to share our experience with the task force’s work in developing environmental justice curriculum so that others will be able to scaffold and improve the knowledge provided to students.”

Seton Hall University News and Events featured an article detailing social work students and their involvement with “Experience a Day at the United Nations.”

Seventeen Seton Hall University undergraduate and graduate social work students attended the 34th annual event, which was held at the United Nations headquarters where over 500 participants gathered. The theme Promoting Community and

Environmental Sustainability encouraged students to think globally and act locally about issues of sustainability, community and social action.

The University of Connecticut shared a thrilling news story about fifteen

UConn SSW students marching among 311,000 people in New York City in what became the “most historical march for climate change to date.” The People's Climate

March occurred just days before world leaders convened at the United Nations for a summit to discuss solutions in preparation for next year’s Climate Change

Conference in Paris. Marchers in New York City and across the world rallied in demonstrations emphasizing solidarity in support for a world safe from the ravages of climate change.

Climate change is not something we think about every day,” says

Renee Hamel, 2nd year CO student and co-chair of the AASO. “When we do

think about it, it’s often associated with the distant future, but in reality, action

is needed right now. Just recently, we have seen low crop yields for grain

production, droughts, increases in natural disasters, and last year was the

warmest on record. Climate change affects everyone, but as social workers we

have a responsibility to protect the most vulnerable individuals and

communities that are disproportionately affected by environmental

degradation.

Roxanne Wilson, 2nd year group work student agrees. “To see such collaboration of different individuals from all walks of life coming together, was so liberating that I cannot even begin to explain. As social workers, I feel it is important to acknowledge the bigger picture. I believe that was accomplished the day of the climate march. It was such an unforgettable experience.” “This incredible ‘call to action’ demonstration has shown me that environmental justice is justice for all regardless of gender, class, skin color, or language barrier,” says 2nd year casework student Brandon Burke and co-chair of Social Workers for Global Justice. “When the world benefits, we as people benefit too.”

Qualitative Findings

In addition to conducting an audit of MSW Program websites, this mixed method study included a qualitative component that involved in-depth interviews with social worker faculty who are engaged in working to bring environmental justice content to social work education. That is, this study also sought to examine the experiences of educators in incorporating environmental justice in their MSW curriculum.

Definition of Terms

One of the first themes to emerge from the interviews with social work educators was that the participants believed that language was important and that in order to understand environmental justice, we need to expand the meaning of

“environment”. According to the participants, the Social work “Person in the environment” tends to focus solely on the social environment, or the psychological environment; however, the critical “natural” environment or “built” environment and the components that make up that environment seem to be absent. As one participant stated, “the Person in environment framework was framed as political, social and economic; however, it is also certainly the natural or built environment that intertwines within all facets of our social world.” One educator expressed that “the critical environmental component may include both the natural rural environment with trees and greenery or the built urban environment with pollution and higher crime”.

Ultimately, the participants conveyed the idea that you cannot influence and intervene in vulnerable populations without also attending to the impactful and influential physical environment. The physical environment of the person, family and community is a micro, mezzo and macro manifestation. As such, the core focus of the educators centered around developing an understanding of ourselves in the environment at the micro, mezzo and macro levels. The participants all agree that a greater conversation is imperative to help familiarize ourselves with environmental justice language, thoughts, theories, policies and practice.

Educational Strategies

Next, the study sought to examine the strategies social work educators utilize in order to engage students. The educators all felt that environmental justice discussions should be integrated in every course throughout all programs. As one participant stated, “environmental justice is a human rights issue as well as an ecological rights issue,” and therefore must be integrated throughout. The infusion and integration are necessary in order to capture and measure the human condition.

The educators utilized a wide range of broad materials including books, case studies, and workbook series to engage students. Nevertheless, throughout the interviews a theme of intention began to materialize. The hope for educators is to guide students to achieve an ecologically conscious mindset, by providing the essential context of environmental topics and concerns. “Environmental degradation and injustices occur across all areas of the nation and as such it is incumbent on the professor to look at the conditions that are affecting the people and the community in which students live.” By providing insight and context, students can begin to understand the connections to their community and the issues within that particular community.

One educator in particular requires students to write a log for two weeks as part of an environmental history paper. The log entails the amount of time the student spends outside and anytime they are interacting with non-humans: if it's simply looking at a spider or watching squirrels outside of a window. The students are then required to document and record their moods associated with time spent in nature and time spent with non-humans. As the students collect their data, they begin to notice

30 patterns and feelings and most notably the connections. According to the educator, most students report having had someone from their childhood who had introduced them to nature or perhaps helped them to love and appreciate nature. “Grandpa possibly took them fishing or an aunt took them to the beach, or they had occasional family camping trips.” Students would then begin to connect family values and contemplate their current life and relationship to nature. The educator also employs traditional methods that include ecojustice analysis, economic justice, environmental justice and environmental social change efforts in the community. By utilizing both nontraditional and traditional approaches, the educator helps students to raise their awareness and reframe their connection with the natural environment. “As social workers we have to first begin to recognize our relationship with the earth client, just like we might raise our awareness about our bias and working with people who are different from us, we must also raise our awareness about what we are not seeing about earth and non-human beings.”

One educator promotes integrating environmental practices, policies and pedagogy by “greening the curriculum.” First, this involves practicing mindful consideration to possibly endorse ecologically sustainable products within the school; second, this involves establishing policies of such things as campus wide recycling; and lastly the focus is on the pedagogy of infusion, to integrate or “tweak” the curriculum a bit by adding examples of things like eco therapy, or perhaps adding examples of social workers working within a community garden coalition, or modifying the syllabi to include environmental justice.

One participant stated that, “we get into this spot with social work; if we are doing everything a social worker should do and we're to be involved in environmental justice, poverty, and substance abuse and so on we would burn out very quickly.” “By offering options and examples of places like Flint Michigan or Hurricane Katrina and asking questions of why social workers should care about environmental justice, we can provide essential context.” Environmental justice can be such a broad field and can include animal rights or looking at our indigenous communities and doing restorative healing. “We don't all have to fight every battle and that's why there should be diversification within the programs.”

Obstacles & Challenges

Next, the study sought to explore challenges or obstacles the social work educators face as they attempt to integrate environmental justice to social work education. The three major themes that emerged: lack of funding for new, innovative programs; not being seen as relevant to social work; and politics. The first major obstacle discussed was that of funding. Some programs are experiencing budget cuts, instructor cutbacks, and faculty cuts, and as one participant described, “We all have to do more and more which inhibits the opportunity for innovation.” Funding and resources were clearly an obstacle the educators identified as making it challenging for programs to meet the needs of students and the profession related to environmental justice.

Relevancy is a second obstacle or challenge facing these social work educators. Typically, when students think about environmental justice, they think

32 activists, scientists, or greenpeace. They're not thinking politicians, teachers or social workers. According to one educator, the barriers are the misconceptions and misrepresentations about the social work profession. As the participant stated, part of the resolution is educating the educators. In general, social work scholars and academics are not familiar with how environmental justice fits. Maybe educators are thinking “this is just one more thing we have to add” or “I don't really know how to do it, yet I'm excited and I want to participate.” By breaking down some of these stereotypes, we will have the ability to offer invaluable knowledge and expertise when needed. According to the educators, we can all agree that interprofessional collaboration efforts are essential and may possibly create expanded opportunities for all students in their future professions.

Not only is there top down pressure but there is also bottom up pressure: pressure from students and what they prefer to learn about. More often than not, according to the participants, students are not concerned about environmental justice topics and most likely entered the social work field to obtain licensure and work in mental health. One educator stated that, “Most of our colleagues are engaged in mental health interventions and that is largely driven by insurance companies, and insurance companies are not going to pay people to go worrying about environmental justice issues.” Subsequently, clinicians and mental health professionals are filling out paperwork for billing purposes and that paperwork and billing processes are not going to have room to accommodate environmental justice.

Another barrier are field instructors and field placements. As one educator stated, “One of the biggest barriers are field instructors who have not been educated on the current competencies.” “I think that's one of our biggest barriers at the moment, because field instructors are not really sure how to teach environmental justice, and it will take us a long time to have enough turnover where students are taking a class on environmental justice and social change and will be influencing the next set of students”. The educator also expressed that as a macro social worker who has been fighting clinical social work for 20 years, this feels like a losing battle.

I've been trying to reframe my thoughts to be a really influential source and

reconnecting humans to nature with awe and wonder and I'm hopeful that

clinical social workers will begin using the environment as part of their

assessment, intervention and all of the phases of their practice. I've been a

social worker long enough to know that clinical just keeps rising and we're not

going to win if we keep seeing environmental justice at only a macro level and

that there's room for clinical social workers at the table. I also think that if we

keep only making environmental justice a macro-level, we're not going to

serve nature or the population like we should. I think social workers should

feel a little bit more confident when they enter the environmental justice room

and we can capitalize on our own empowering and anti-oppressive language

strategies that we've been using for many years for social and economic

change. I think if we keep entering a problem as a social worker using the skill

set overtime, we can then begin to carve out a few tracks at all levels of

practice that really focus on nature and on human beings, I think it'll serve us

well (Personal Interview 2020)

The final barrier or challenge experienced by the social work educator is that of politics. Inevitably, politics plays a massive role in most areas of business, professions and education. Social workers amongst others are contending with “big business” and waging war against politics. As one participant stated, “this is intensely tied to politics and right now what's going on with politics is so closely tied to people's identity”. The coal industry and people who support coal refuse to engage in conversation and the mention that coal might be harmful to the environment, sends people into a panic. The political rhetoric and backdrop we are witnessing right now is extremely polarizing. Currently, climate change and environmental justice are trigger words for a political debate for both parties and affiliates. As one educator stated, “Social workers' gift is the ability to interface and communicate and say “I got it coal miner” let's look at this whole system and see what we can do and how to impact change and tell me why you're afraid to move everything solar…Oh because you're all going to lose your jobs; well then that's going to fall on me as a social worker too, how can we address that.”

One of the participating educators also plays a role in local policy making. The educator formulates policy which revolves mostly around social justice issues for low income people or refugees that are resettling in communities. “As a council member I can't present to fellow council members or to the local business community that the community needs to be welcoming because it's the right thing to do, or claim we need

35 to help young families by providing affordable childcare because families need support.” Those are non-starters and won't get the ball moving forward:

“However, if I go to my fellow council members and the local business community and I say we need new Americans in our communities because we don't have enough workers for the local factories and we need to focus on child care because it's actually an economic development issue. By connecting environmental justice to the economic health of communities, states and nations we can reframe our own thinking and our approaches to getting this on the board.”

CHAPTER V

DISCUSSION

This chapter is organized into four main sections. The first section of the chapter identifies the major findings of both the quantitative and qualitative data. The second section is focused on how the major findings from this study compare to the existing knowledge base. The third section focuses on the limitations of the study, and the final section focuses on the implications of the major findings for practice, policy and future research.

Overview of the Major Findings

This mixed method study identified six major findings. The first major finding from the quantitative audit of the MSW websites was that the vast majority of social work programs are not communicating work that is being done with regard to environmental justice or simply that they are not emphasizing environmental justice work in their particular programs. That is, an examination of the social work homepages (and subsequent key term analysis) revealed that the large majority of

MSW webpages do not include evidence of environmental justice activity. The second major finding from the quantitative data is that the small percentage of programs that are showcasing their work on their homepages are participating in some phenomenal, creative work with regards to environmental protection, policy and practice. The social work “model programs” are emphasizing activism, community

37 engagement, and environmental justice curriculum development in innovative and resourceful ways.

The major findings from the qualitative portion of the study include the stumbling blocks the expert educators have encountered as they have attempted to incorporate environmental justice into social work programs and curriculum. The educators conveyed their difficulties with lack of funding for new, innovative programs; environmental justice not being seen as relevant to social work; and politics. The sixth major finding that was discovered centered around the idea that in order for social workers to appreciate environmental concerns, we must first understand ourselves in the environment at the micro, mezzo and macro levels both professionally and personally. What emerged from the study was that through insight and context, social work students will begin to connect with nature and their communities in new and creative ways.

Major Findings & Literature

The first major finding regarding the lack of communication by social work programs surrounding environmental justice activity is consistent with the current knowledge base. The results from the study affirm what the research and knowledge base has been alluding to: a “Call to Action” for schools to integrate environmental justice content into program curriculum is needed. The participants in this study, as well as the existing knowledge base, suggest that by developing a creative, multi- faceted model of practice we can enhance the focus of environmental social work education to include all levels of practice. As mentioned in the 2012 issue of Social

Work Today, we need to expand social work values to include transpersonal elements of social work education, including academic coursework, fieldwork, and continuing education, and ways in which social workers can help improve their clients' world.

Another major finding was the uncovering of some of the more incredible work some programs are developing and promoting in regards to environmental justice and practice. Some programs have illustrated that environmental justice can be integrated and implemented in ways that benefit both students and communities. As mentioned in the previous chapter, The Equity & Environment Agenda provides goals and strategies which serve as a roadmap for sectors to work together to advance environmental equity. “It serves to increase awareness of the issues and opportunities, spur collaboration across sectors, and identifies opportunities for the

City to lead by example.”

These findings are consistent with and expand on the burgeoning social work knowledge base regarding curriculum integration. Jones (2013) described three methods for adding content to existing curriculum: the bolt-on approach, embedded approach, and the transformative approach as successful models to help integrate content throughout the curriculum. The bolt-on approach contributes content to the existing curriculum by relating it to similar topics; the embedded approach is the integration of environmental justice content throughout the curriculum; and the transformative approach is changing the fundamentals of the curriculum to fully integrate content into social work to create a holistic understanding of the world

(Jones, 2013) The transformative approach offers an in-depth, deep ecological

39 discussion on how humans are intimately woven as part of the environment.

Likewise, Besthorn’s (2012) ‘deep ecological theory’ offers a similar approach to include and integrate content in social work education.

The lack of funding for a new innovative curriculum was uncovered as part of the barriers; however, the lack of funding should not diminish the critical issues at hand. As the results from this study show, there are creative, innovative and cost- effective ways for educators to employ environmental justice topics and concerns.

Some programs can simply integrate environmental topics throughout the curriculum.

Additionally, some programs can possibly devote more specialized class offerings. As social workers, we are adaptable, inventive and highly capable of working with limited funding and resources. As stated in the literature, student community projects and grassroot movements begin with the combined efforts of volunteers, local stakeholders and people like Adam Moore (Associate Planner with the City of Flint) who inevitably lessen their demand for corporate funding and create a catalyst for change.

A finding that became apparent was the idea that environmental justice is not seen as relevant to the profession. There is an inherent link between social work and the social and economic consequences of environmental change and degradation.

Dominelli (2012) argues that one could say that the founding mothers of our profession talked about the “person in the environment” and never distinctly defined what that environment meant. As time passed the profession moved away from things like housing and community development to the social relationships of people.

Domenilli is in fact trying to bring back that broader understanding of the environment so that we look at the physical biospheric environment as well as the social, political, and economic culture.

The last major finding was perhaps the most profound and enlightening perspective that emerged, and it is consistent with the existing knowledge base on environmental justice in social work education. In order for students and educators to accept environmental justice as a critical issue for social work, essential context and connection was key to the question (Kemp, 2011). This connection phenomenon presented to students helps to ignite the change needed to endorse environmental justice as a perilous plight. Insight can begin with our own connection to the natural world (Besthorne, 2012).

Limitations

It is important to note the limitations to this study so that the findings may be placed in the proper context. The first significant limitation to this study involves the methodology by which the quantitative data was collected. The MSW web page reviews may in reality understate what programs may in fact be doing. The programs may in fact be engaged more heavily in environmental justice work; however, the information was not presented for students and the public to view. Some of the possibilities may indeed be that schools don't update and showcase their websites with the most current work being done in their programs. Another limitation was the time constraints for website viewing. The researcher spent a relatively short time

41 viewing each school website and taking inventory. Perhaps if time allotted, a more in depth investigation would have yielded more information.

The limitations for the qualitative portion of the study was most notably the small sample size. Several emails were sent out to schools, lecturers and educators involved in environmental justice education. However, only five responded to the email request. Nevertheless, those five world renowned authors and educators provided compelling quintessential knowledge and accomplished expertise which was invaluable for the study.

Implications for Practice, Policy and Future Research

The results of this study clearly indicate that it is critical for MSW programs to begin showcasing the work that they are doing in regard to environmental justice work. This information should highlight the program strengths and community involvement. If we are not publicizing our work (on our homepages), we cannot be leaders. Our silence signals to future social workers and the community that environmental justice is not important or is beyond the purview of our profession. We cannot allow this to be the image we are portraying.

According to the results of this study and previous research, there is a rather large deficit in how to integrate environmental justice within social work education.

However, while there is limited data and available information, the ‘model schools’ that have showcased their work have some exceptional examples of what is possible for environmental social work education. Not only do schools provide extraordinary examples, conversely the professors and educators also contribute to the brilliant

42 knowledge base of environmental justice education that is emerging. Programs that are lagging behind in the greening of social work do not need to feel shamed or as though they are in this alone. Rather, they have examples that are available to them that they can begin using as models for the creation of new curriculum or community actions and engagement.

The misconception that environmental justice is solely a macro issue rests on how educators approach curriculum integration. Education will ultimately provide a pathway for students to understand relevant environmental issues at all micro, mezzo and macro levels. Instructors and programs alike have the unique ability to not only ponder and theorize but to also to engage students in real world activities. Likewise, field education may also provide unique opportunities for students to connect with the community and those needs of the community. With both in-class instruction and field training combined, the continuity could further elevate environmental justice into mainstream social work.

While much of this study focused on what social work programs are doing, we need research that goes beyond the social work programs and outside of the classrooms and delves into the heart of the issues. Fires will rage, floods will destroy, and pollution will wreak havoc, and clearly everyone, especially vulnerable beings will be impacted by the degradation of our world. Social work practitioners and social researchers must engage in actions that nurture the development of a knowledge base that can help guide practice in meeting the environmental justice needs of our communities. Social workers, fundamentally and ethically, cannot stand on the

43 sidelines and profess to exemplify change when we may possibly hold a key piece to that change.

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APPENDIX

APPENDIX A

INTERVIEW QUESTIONS

(1) What type of environmental justice content are you teaching? What is the core focus of the teaching? What do you think still needs attention in the curriculum?

(2) How (examples may include readings, lectures, class assignments, group activities, experiential learning, etc.) are you teaching the content? What are the different assignments?

(3) What types of educational materials have been most useful to engage students in learning about environmental justice issues, and/or educational activities that are used?

(4) What (personal, organizational, student) obstacles or barriers have you encountered integrating environmental justice content included in the curriculum?

(5) Given your experience, what strategies would you recommend other programs use to integrate environmental justice into their curriculum?