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Students of colour views on racial equity in environmental sustainability

Author

Listed:
  • Tania M. Schusler

    (Loyola University Chicago)

  • Charlie B. Espedido

    (Loyola University Chicago)

  • Brittany K. Rivera

    (Loyola University Chicago)

  • Melissa Hernández

    (Loyola University Chicago)

  • Amelia M. Howerton

    (Loyola University Chicago)

  • Kailin Sepp

    (Loyola University Chicago)

  • Malcolm D. Engel

    (DePaul University)

  • Jazlyn Marcos

    (DePaul University)

  • V. Bala Chaudhary

    (Dartmouth College)

Abstract

Racial and ethnic diversity in environmental sustainability advances social equity and innovation, solving social-ecological crises. Yet, Black, Indigenous and people of colour (BIPOC) remain underrepresented in sustainability fields despite high environmental concern. Universities provide pathways to sustainability careers and help diversify the field by making programmes more equitable and inclusive for racially minoritized students. Toward this end, we interviewed undergraduate BIPOC students in interdisciplinary environmental and sustainability degree programmes about their experiences. Their observations reflect a legacy of systemic racism that persists today within environmentalism. Many described motivations connecting ecological and social well-being but lamented limited interdisciplinary and global perspectives in the curriculum. Experiences of discrimination, lack of relatability and limited discussions of race led to feeling isolated and excluded. Support networks, extracurricular participation and BIPOC-specific opportunities improved student inclusion and belonging. BIPOC students hold knowledge unapparent to non-marginalized groups that illuminates pathways to racial equity in environmental sustainability.

Suggested Citation

  • Tania M. Schusler & Charlie B. Espedido & Brittany K. Rivera & Melissa Hernández & Amelia M. Howerton & Kailin Sepp & Malcolm D. Engel & Jazlyn Marcos & V. Bala Chaudhary, 2021. "Students of colour views on racial equity in environmental sustainability," Nature Sustainability, Nature, vol. 4(11), pages 975-982, November.
    • Handle: RePEc:nat:natsus:v:4:y:2021:i:11:d:10.1038_s41893-021-00759-7
    DOI: 10.1038/s41893-021-00759-7
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    Cited by:

    1. Abigail Sullivan & Anne Short Gianotti & Alice Scollins & Lisa Tornatore & Beverly Ge & Mya Briones, 2024. "Undergraduate experiences with sustainability courses: insights for diversifying sustainability education," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 14(3), pages 548-567, September.
    2. E. Britt Moore, 2024. "Utilization of a novel pedagogical framework to create and implement an environmental justice strategies undergraduate course: a case study," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 14(3), pages 452-457, September.
    3. Brooke Ann Zanetell & Tania Marie Schusler, 2022. "Building STEM pathways for students of color to natural resources careers: the Northern New Mexico Climate Change Corps," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(2), pages 204-215, June.

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