Natural Leaders: Strategies and Barriers for Environmental Leadership Development in Diverse Young Adults
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| Title: | Natural Leaders: Strategies and Barriers for Environmental Leadership Development in Diverse Young Adults |
|---|---|
| Language: | English |
| Authors: | L. F. Davis (ORCID |
| Source: | Journal of Environmental Education. 2025 56(2):144-165. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Young Adults, Undergraduate Students, Environmental Education, Sustainability, Phenomenology, Leadership, Participatory Research, Youth Leaders, Barriers, Student Volunteers, Social Systems |
| Geographic Terms: | Arizona |
| DOI: | 10.1080/00958964.2024.2427069 |
| ISSN: | 0095-8964 1940-1892 |
| Abstract: | Young adults with marginalized identities are practicing innovative environmental leadership strategies which can inform the evolution of environmental education. This study employs interpretative phenomenological analysis (IPA) and participatory template analysis to describe environmental leadership development experiences of 10 undergraduates with marginalized identities in Arizona, USA. Participants described social and economic exclusion, perceived lack of agency, and over-engagement as significant barriers to practicing environmental leadership. However, these experiences inform and deepen participants' critical understanding of environmental issues in context of social, political, and economic systems. Participants additionally described how they address these barriers through prioritizing care and connection in their leadership practices and using relationship building to expand inclusivity and intersectional understanding in environmental conversations. This research invites educators to imagine how environmental education could learn from and engage with diverse young adults by emphasizing alternatives to capitalism, environmental action, care and connection-building practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496899 |
| Database: | ERIC |
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| Abstract: | Young adults with marginalized identities are practicing innovative environmental leadership strategies which can inform the evolution of environmental education. This study employs interpretative phenomenological analysis (IPA) and participatory template analysis to describe environmental leadership development experiences of 10 undergraduates with marginalized identities in Arizona, USA. Participants described social and economic exclusion, perceived lack of agency, and over-engagement as significant barriers to practicing environmental leadership. However, these experiences inform and deepen participants' critical understanding of environmental issues in context of social, political, and economic systems. Participants additionally described how they address these barriers through prioritizing care and connection in their leadership practices and using relationship building to expand inclusivity and intersectional understanding in environmental conversations. This research invites educators to imagine how environmental education could learn from and engage with diverse young adults by emphasizing alternatives to capitalism, environmental action, care and connection-building practices. |
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| ISSN: | 0095-8964 1940-1892 |
| DOI: | 10.1080/00958964.2024.2427069 |
