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Racial and ethnic differences in the students’ readiness, identity, perceptions of institutional diversity, and desire to join the environmental workforce

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  • Dorceta E. Taylor

    (University of Michigan)

Abstract

There is strong evidence that minority students are interested in environmental careers despite data showing that the percentage of people of color currently employed in environmental organizations is low. This study explores this conundrum by examining five factors that are related to workforce diversity. It assesses the racial and ethnic differences in (a) academic preparation for environmental work, (b) environmental identity, (c) the extent to which students are interested in pursuing careers in the environmental field, (d) the factors that influence students when deciding whether to accept environmental jobs, and (e) students’ salary expectations. This study analyzes data from 157 students—46 Whites, 43 Blacks, and 68 other racial minorities. Data was collected from students participating in science, technology, engineering, and math programs hosted by at a large public university, a mid-sized private university, and a historically Black university. The data, collected from May to June 2016, revealed that minority and White students have similar grades, are taking a similar range of courses, and are members of campus environmental clubs. Students were more likely to describe themselves as an environmentalist rather than as a conservationist. The study also found that minority students are most comfortable working in organizations that promise jobs with upward mobility, leadership opportunities, and incorporate diversity activities in their programming. Though minority students tended to have salary expectations that were higher than that of White students, the differences were insignificant. Moreover, the mean salary that students would accept to work in environmental organizations is compatible with what is currently being paid in the field.

Suggested Citation

  • Dorceta E. Taylor, 2018. "Racial and ethnic differences in the students’ readiness, identity, perceptions of institutional diversity, and desire to join the environmental workforce," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(2), pages 152-168, June.
    • Handle: RePEc:spr:jenvss:v:8:y:2018:i:2:d:10.1007_s13412-017-0447-4
    DOI: 10.1007/s13412-017-0447-4
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    References listed on IDEAS

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    1. Jean McGuire & Lois Morton & Alicia Cast, 2013. "Reconstructing the good farmer identity: shifts in farmer identities and farm management practices to improve water quality," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 30(1), pages 57-69, March.
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    Cited by:

    1. Gabriel R. Valle, 2021. "Narratives of place: critical reflections on place-making in the curriculum of environmental studies and sciences (ESS)," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 11(1), pages 130-138, March.
    2. Dorceta E. Taylor & Sophia Paul & Ember McCoy, 2019. "Diversity, Equity, and Inclusion and the Salience of Publicly Disclosing Demographic Data in American Environmental Nonprofits," Sustainability, MDPI, vol. 11(19), pages 1-38, October.
    3. Dorceta E. Taylor, 2018. "Enhancing racial diversity in the Association for Environmental Studies and Sciences," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(4), pages 379-384, December.
    4. Michelle L. Larkins, 2024. "Introduction: practicing diversity, equity, inclusion, and justice in environmental studies and sciences," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 14(3), pages 443-451, September.

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