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“They Kept Going for Answers”: Knowledge, Capacity, and Environmental Health Literacy in Michigan’s PBB Contamination

Author

Listed:
  • Erin Lebow-Skelley

    (HERCULES Exposome Research Center, Rollins School of Public Health, Emory University, 1518 Clifton Rd NE, Atlanta, GA 30322, USA)

  • Brittany B. Fremion

    (Department of History, World Languages and Cultures, Central Michigan University, 1200 S. Franklin St., Mt. Pleasant, MI 48859, USA)

  • Martha Quinn

    (Department of Health Behavior and Health Education, School of Public Health, University of Michigan, 1415 Washington Heights, Ann Arbor, MI 48109, USA)

  • Melissa Makled

    (Department of Health Behavior and Health Education, School of Public Health, University of Michigan, 1415 Washington Heights, Ann Arbor, MI 48109, USA)

  • Norman B. Keon

    (Mid-Michigan District Health Department, 151 Commerce Dr, Ithaca, MI 48847, USA
    PBB Leadership Team, Alma, MI 48801, USA)

  • Jane Jelenek

    (PBB Leadership Team, Alma, MI 48801, USA
    Pine River Superfund Citizen Task Force, P.O. Box 172, St. Louis, MI 48880, USA)

  • Jane-Ann Crowley

    (PBB Leadership Team, Alma, MI 48801, USA
    Pine River Superfund Citizen Task Force, P.O. Box 172, St. Louis, MI 48880, USA
    PBB Citizens Advisory Board, Alma, MI 48801, USA)

  • Melanie A. Pearson

    (HERCULES Exposome Research Center, Rollins School of Public Health, Emory University, 1518 Clifton Rd NE, Atlanta, GA 30322, USA)

  • Amy J. Schulz

    (Department of Health Behavior and Health Education, School of Public Health, University of Michigan, 1415 Washington Heights, Ann Arbor, MI 48109, USA)

Abstract

The Michigan PBB Oral History Project documented community residents’ descriptions of a large-scale chemical contamination—the PBB contamination—that occurred in Michigan in 1973. These oral histories document residents’ and others’ experiences during and after the contamination. We conducted a grounded theory qualitative analysis of 31 oral histories to examine the experiences of community members, researchers, lawyers, and others who actively sought out and contributed essential information about the contamination and its impacts. Our findings highlight several challenges encountered in the development of this knowledge including four central themes—contested knowledge, community skills, inaction, and uncertainty. Integrating environmental health literacy, community capacity, and contested illness frameworks, we examine the contributions of community residents, scientists (from inside and outside the community), and others to the development of knowledge to inform decisions and sustain action regarding this large-scale contamination. We close with a discussion of lessons learned regarding efforts to build environmental health knowledge within uncertain and often contested contexts and for promoting environmental health and action related to large-scale chemical contaminations. Our findings suggest the importance of integrated frameworks for examining and promoting the critical role of community skills, leadership, participation, sense of community, and community power in promoting environmental health.

Suggested Citation

  • Erin Lebow-Skelley & Brittany B. Fremion & Martha Quinn & Melissa Makled & Norman B. Keon & Jane Jelenek & Jane-Ann Crowley & Melanie A. Pearson & Amy J. Schulz, 2022. "“They Kept Going for Answers”: Knowledge, Capacity, and Environmental Health Literacy in Michigan’s PBB Contamination," IJERPH, MDPI, vol. 19(24), pages 1-26, December.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16686-:d:1001116
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    References listed on IDEAS

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    1. Reich, M.R., 1983. "Environmental politics and science: the case of PBB contamination in Michigan," American Journal of Public Health, American Public Health Association, vol. 73(3), pages 302-313.
    2. Freudenberg, N. & Pastor, M. & Israel, B., 2011. "Strengthening community capacity to participate in making decisions to reduce disproportionate environmental exposures," American Journal of Public Health, American Public Health Association, vol. 101(SUPPL. 1), pages 123-130.
    3. Cacari-Stone, L. & Wallerstein, N. & Garcia, A.P. & Minkler, M., 2014. "The promise of community-based participatory research for health equity: A conceptual model for bridging evidence with policy," American Journal of Public Health, American Public Health Association, vol. 104(9), pages 1615-1623.
    4. Kathleen M. Gray, 2018. "From Content Knowledge to Community Change: A Review of Representations of Environmental Health Literacy," IJERPH, MDPI, vol. 15(3), pages 1-17, March.
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    Cited by:

    1. Shereen Elshaer & Lisa J. Martin & Theresa A. Baker & Erin Roberts & Paola Rios-Santiago & Ross Kaufhold & Melinda Butsch Kovacic, 2023. "Environmental Health Knowledge Does Not Necessarily Translate to Action in Youth," IJERPH, MDPI, vol. 20(5), pages 1-14, February.

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