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Environmental Action Programs Using Positive Youth Development May Increase Civic Engagement

Author

Listed:
  • Sydney Barnason

    (School of Natural Resources, University of Missouri, Columbia, MO 65211, USA)

  • Christine Jie Li

    (School of Natural Resources, University of Missouri, Columbia, MO 65211, USA)

  • Damon M. Hall

    (School of Natural Resources, University of Missouri, Columbia, MO 65211, USA
    Department of Biomedical, Biological and Chemical Engineering, University of Missouri, Columbia, MO 65211, USA)

  • Sonja A. Wilhelm Stanis

    (School of Natural Resources, University of Missouri, Columbia, MO 65211, USA)

  • John H. Schulz

    (School of Natural Resources, University of Missouri, Columbia, MO 65211, USA)

Abstract

Civic engagement in adults may be influenced by their participation as young people in environmental action programs. To assess this hypothesis, we conducted a case study to see if an environmental action program at the St. Louis Zoo impacted participants’ civic engagement in respect to positive youth development practices. During 2019, we surveyed youth from the St. Louis, Missouri area participating in the Bye-to-Bags program, which was a student-initiated program. We used a modified measurement scale for civic engagement outcomes, and measured three positive youth development practices: sparks, or an individual’s passions; adult relationships; and voice. We found that civic engagement and positive youth development outcomes were both present in the Bye-to-Bags program, which offered opportunities for youth engagement in environmental action in the community. Our results also showed that zoos with environmental action programs may increase youth civic engagement, especially when young people are given a sense of voice in programmatic decisions supported by strong adult relationships. Environmental education programs promoting sustainable behavior may help young people become environmentally responsible and civically engaged adults.

Suggested Citation

  • Sydney Barnason & Christine Jie Li & Damon M. Hall & Sonja A. Wilhelm Stanis & John H. Schulz, 2022. "Environmental Action Programs Using Positive Youth Development May Increase Civic Engagement," Sustainability, MDPI, vol. 14(11), pages 1-9, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6781-:d:829852
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    References listed on IDEAS

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    2. Adam Corner & Olga Roberts & Sybille Chiari & Sonja Völler & Elisabeth S. Mayrhuber & Sylvia Mandl & Kate Monson, 2015. "How do young people engage with climate change? The role of knowledge, values, message framing, and trusted communicators," Wiley Interdisciplinary Reviews: Climate Change, John Wiley & Sons, vol. 6(5), pages 523-534, September.
    3. Scott Ross Baker & Contantine Yannelis, 2017. "Income Changes and Consumption: Evidence from the 2013 Federal Government Shutdown," Review of Economic Dynamics, Elsevier for the Society for Economic Dynamics, vol. 23, pages 99-124, January.
    4. William Damon, 2004. "What is Positive Youth Development?," The ANNALS of the American Academy of Political and Social Science, , vol. 591(1), pages 13-24, January.
    5. Pedro Mauricio Acosta Castellanos & Araceli Queiruga-Dios & Ascensión Hernández Encinas & Libia Cristina Acosta, 2020. "Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
    6. Danielle F. Lawson & Kathryn T. Stevenson & M. Nils Peterson & Sarah J. Carrier & Renee L. Strnad & Erin Seekamp, 2019. "Children can foster climate change concern among their parents," Nature Climate Change, Nature, vol. 9(6), pages 458-462, June.
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    1. Fenghua Xu & Xiaofei Liu & Junyuan Chen, 2025. "When Teachers Walk the Green Talk: An Empirical Study on How Pro‐Environmental Behaviors Boost Teachers' Self‐Efficacy in Education for Sustainable Development," Sustainable Development, John Wiley & Sons, Ltd., vol. 33(5), pages 6620-6638, October.

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