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Environmental Engagement and Generation Z: Evaluating and Modifying the YEEP Framework Against Research and Observations on Generation Z Youth and Youth Leaders

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Environmental Engagement and Generation Z: Evaluating and Modifying the YEEP Framework Against Research and Observations on Generation Z Youth and Youth Leaders Environmental Engagement and Generation Z: Evaluating and Modifying the YEEP Framework Against Research and Observations on Generation Z Youth and Youth Leaders by Amanda Watkins A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Master of Environmental Studies in Sustainability Management Waterloo, Ontario, Canada, 2019 © Amanda Watkins 2019 AUTHOR’S DECLARATION I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii ABSTRACT In October 2018, the United Nations Intergovernmental Panel on Climate Change (IPCC) announced that the global community has 12 years to stop the rapid growth of climate change and avoid increased threats of drought, flooding, and extreme heat, affecting millions of people. During this 12-year timeframe, millions of children, teenagers, and adolescents will come of age as voters and members of the workforce. Generation Z, the emerging group of youth we see today, will be the change makers during these pivotal years of climate change adaptation. Born post-Internet after 1996, the Internet Generation, iGen, Centennials, or Generation Z, consists of approximately 7.3 million people in Canada, and 65 million people in the United States. Generation Z first began to enter the labour force in 2014, when its oldest members turned 18, and they will continue to enter the labour force until 2029 and beyond, as younger members age into adulthood and complete post-secondary studies. In 2014, Riemer, Lynes and Hickman published the Youth-Based Environmental Engagement (YEEP) framework to help guide the further development of informal environmental education programs for emerging adults. This research evaluates the YEEP framework against current literature on Generation Z attitudes and behaviour, as well as an existing youth engagement program that successfully works with Generation Z participants, the Peel Environmental Youth Alliance (PEYA) in the Region of Peel, Canada. The research finds that the YEEP framework could be strengthened to successfully target Generation Z participants through a greater inclusion of questions that address the tech- savvy nature of this generation, the threats and benefits that come with this technology, as well as the generation-specific values that require an emphasis on practical and emotional skills- building opportunities. iii ACKNOWLEDGEMENTS I would first like to acknowledge that this research was conducted at an institution that operates on unceded territory and is situated on the Haldimand Tract, land that was promised to the Haudenosaunee of the Six Nations of the Grand River, and is within the traditional territory of the Neutral, Anishinaabeg, and Haudenosaunee peoples. In addition, the case study was conducted with participants living and working on the traditional territory of Anishnabek, Huron-Wendat, Haudenosaunee (Iroquois), Ojibway/Chippewa peoples, and is a territory that is covered by the Upper Canada Treaties. Both of these spaces continue to be home to many diverse Indigenous and Métis communities. I would like to express my grievances for conducting this research from a perspective that is not within an explicitly Indigenous worldview, despite conducting this work on Turtle Island, and I acknowledge that this is a space where I need to continue to learn and grow. I would also like to thank the FNMI and Indigenous communities who have always been and continue to be trailblazers for environmental education and protection, and whose voices have helped make these conversations possible. I also thank the Indigenous and diverse BIPOC who came before me as students, and have helped make my education and existence in this space possible. I hope that those who come after me know that I would be honoured to provide support and guidance wherever possible. I would also like to thank the University of Waterloo, the Faculty of Environment, and the School of Environment, Enterprise and Development for taking me in and supporting me through this journey. Thank you to my supervisor, Dr. Jennifer Lynes, committee member, Dr. Amelia Clarke, reader, Dr. Paul Parker, and department staff Dragana and Marion for your continued support and guidance over this past year. A huge thank you to my wonderful cohort for their friendship and conviviality—I could not have done this without your dinner parties, pedicures, and in-depth discussions of shared insecurities. And most importantly, thank you to my amazing partner, family, friends, and therapist. Without your love and support, my education and career would not have been possible. iv TABLE OF CONTENTS AUTHOR’S DECLARATION .................................................................................................................. ii ABSTRACT .................................................................................................................................................. iii ACKNOWLEDGEMENTS ....................................................................................................................... iv List of Tables ............................................................................................................................................... vii List of Figures .......................................................................................................................................... viii 1. Introduction ......................................................................................................................................... 1 1.1 Generational Theory .......................................................................................................................... 3 1.2 Generation Z Youth and the YEEP Framework ......................................................................... 7 1.3 Research Objectives ........................................................................................................................... 9 1.4 Research Approach: Literature Review and Case Study ........................................................ 11 1.5 Thesis Structure ................................................................................................................................ 12 1.5.1 Chapter 2: Literature Review ....................................................................................................................................... 12 1.5.2 Chapter 3: Methodology ................................................................................................................................................ 12 1.5.3 Chapter 4: Results ............................................................................................................................................................ 12 1.5.4 Chapter 5: Conclusion, Limitations, Discussion, and Future Directions ...................................................... 13 1.5.5 Chapter 6: Conclusion, Limitations, and Future Directions .............................................................................. 13 1.6 Definition of Terms .......................................................................................................................... 13 1.6.1 Youth/ Emerging Adults ................................................................................................................................................ 13 1.6.2 Generation Z/ iGen .......................................................................................................................................................... 14 1.6.3 Generation Y/ Millennials ............................................................................................................................................. 14 2. Literature Review ............................................................................................................................. 15 2.1 Identity Development ....................................................................................................................... 16 2.2 Desire for Subversive Socio-Political Change ............................................................................ 21 2.3 Resilience and Community Building ............................................................................................ 25 2.4 Education and Awareness ............................................................................................................... 29 2.5 Risk-Taking and Experimentation ............................................................................................... 33 2.6 Need for Alternative Skills-Building Opportunities ................................................................. 37 2.7 Final Thoughts .................................................................................................................................. 39 3. Methods and Methodology ............................................................................................................. 42 3.1 Qualitative Research ........................................................................................................................ 42 3.2 Methods .............................................................................................................................................. 43 3.2.1 Thematic Literature Review ........................................................................................................................................
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