Under-Participation and Ethnocentrism in Environmental Education Research - Developing “Culturally Sensitive Research Approaches”

Oct 15, 2026

The text examines how racial and cultural diversity has been addressed in environmental education research, criticizing early “under-participation” framing that produced ethnocentric, methodologically problematic theories of “marginality” and “ethnicity.” It argues that current work increasingly centers culture in the research process and identifies three interrelated “culturally sensitive research approaches.” These include “ethnic modeling” in qualitative research, “culturing” environmental education, and community-based participatory research, and it calls for integrating them into all environmental education research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Racial and cultural diversity in environmental education research

Under-participation and ethnocentrism

Comparing perceptions, attitudes, and behaviours across race and culture

Curriculum responses and gaps in mainstream research methodologies

A brief history of racial and cultural diversity research

“Under-Participation” and Ethnocentrism in Environmental Education Research: Developing “Culturally Sensitive Research Approaches” Julian Agyeman, Tufts University, United States Abstract Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framedin terms of the “under-participation” of people of colour, which led to the development of ethnocentric and methodologically problematical “marginality” and “ethnicity” theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated “culturally sensitive research approaches” in use to differing extents in environmental education in its widest sense: “ethnic modeling in qualitative research;” “culturing” environmental education; and community based participatory research. I conclude by making a pleafor “culturally sensitive research approaches” to become inherent in all environmental education research. Résumé Les questions de diversité raciale et culturelle ont constitué une certaine source d’intérêtpour les éducateurs environnementaux et de plein air. Les premiers travaux de recherche se sont articulés sous le signe d’une « sousparticipation » des personnes de couleur, phénomène ayant donné lieu à l’élaboration de théories ethnocentristes de la « marginalité » et de l’« ethnicité » qui sont méthodologiquement problématiques. Il est toutefois une masse grandissante de recherches, éducationnelles et autres, consacrées aux personnes de couleur et qui privilégient la culture à titre d’élément central du processus de recherche. J’avance qu’il existeprésentement (au moins) trois « approches culturo-sensibles en recherche » étroitement liées et que ces approches sont employées pour repousser les limites de l’ERE dans sonsens le plus large : la « modélisation ethnique en recherche qualitative », la « culturalisation » de l’ERE et la recherche participative axée sur la communauté. Je conclus en préconisant l’adoption d’« approches culturo-sensiblesen recherche » dans tous les travaux de recherche qui s’effectuent dans le domaine de l’ERE. 80 Canadian Journal of Environmental Education, 8, Spring 2003 For some time now, researchers have questioned whether there are racial and cultural variations in the factors influencing environmental perceptions, attitudes and behaviours (Blake, 1999; Caro & Ewert, 1995; Caron, 1989; Dolin, 1988; James, 1993; Kollmuss & Agyeman, 2002; Schultz, Unipan, & Gamba, 2000; Sheppard, 1995; Taylor, 1989) . The dominant idea is that if there are variations according to race and/or culture 1 as Taylor (1989) and others have suggested, then as environmental educators, our practice, pedagogies, and research methodologies should reflect this. There are two questions which follow this idea, both of which I will reflect upon. First, “if racial and cultural variation is happening, are we as educators reflecting these variations?”Second, and more fundamentally, “is this comparative research the kind of research we should be relying on?” In terms of curriculum content, pedagogy, and practice, there is some evidence that, in order to be more responsive to the needs of diverse2 populations, creative things are beginning to happen which reflect the racial and cultural variation in our society (Agyeman, 1995, 1998; Bowers, 2001; Cajete, 1994; Lewis & James, 1995; Marouli, 2002; Rixecker, 1999; Russell, Bell, & Fawcett, 2000; Taylor, 1996) . The same cannot be said in terms of research methodologies within mainstream environmental education. Other than a few examples, such as special editions of the journal Race, Poverty and the Environment, 6(2/3) on “Multicultural Environmental Education”(1996) and the Canadian Journal of Environmental Education , 7(1) on “Culturing Environmental Education”(2

FAQs

How did early research frame racial and cultural diversity in environmental education?

Early work focused on “under-participation” of people of colour, which contributed to ethnocentric and methodologically problematic theories of “marginality” and “ethnicity.”

What does the author argue about current culturally sensitive approaches?

The author argues that at least three interrelated “culturally sensitive research approaches” are used to different extents in environmental education: ethnic modeling in qualitative research, culturing environmental education, and community-based participatory research.

What is the main recommendation for future environmental education research?

The conclusion urges that “culturally sensitive research approaches” should become inherent in all environmental education research.

Oct 15, 2026

Uploaded by Blue Pony