Matching Items (3)
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- All Subjects: Energy Justice
- Creators: Klinsky, Sonja
- Creators: Gidney, Jacob Robert
- Member of: Theses and Dissertations
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
As climate change becomes a greater challenge in today's society, it is critical to understand young people's perceptions of the phenomenon because they will become the next generation of decision-makers. This study examines knowledge, beliefs, and behaviors among high school students. The subjects of this study include students from high school science classes in Phoenix, Arizona, and Plainfield, Illinois. Using surveys and small group interviews to engage students in two climatically different locations, three questions were answered:
1) What do American students know and believe about climate change? How is knowledge related to beliefs?
2) What types of behaviors are students exhibiting that may affect climate change? How do beliefs relate to behavioral choices?
3) Do climate change knowledge, beliefs, and behaviors vary between geographic locations in the United States?
The results of this study begin to highlight the differences between knowledge, beliefs, and behaviors around the United States. First, results showed that students have heard of climate change but often confused aspects of the problem, and they tended to focus on causes and impacts, as opposed to solutions. Related to beliefs, students tended to believe that climate change is caused by both humans and natural trends, and would affect plant and animal species more than themselves and their families. Second, students were most likely to participate in individual behaviors such as turning off lights and electronics, and least likely to take public transportation and eat a vegetarian meal. Individual behaviors seem to be most relevant to this age group, in contrast to policy solutions. Third, students in Illinois felt they would be more likely to experience colder temperatures and more precipitation than those in Arizona, where students were more concerned about rising temperatures.
Understanding behaviors, motivations behind beliefs and choices, and barriers to actions can support pro-environmental behavior change. Educational strategies can be employed to more effectively account for the influences on a young person's belief formation and behavior choices. Providing engagement opportunities with location-specific solutions that are more feasible for youth to participate in on their own could also support efforts for behavior change.
1) What do American students know and believe about climate change? How is knowledge related to beliefs?
2) What types of behaviors are students exhibiting that may affect climate change? How do beliefs relate to behavioral choices?
3) Do climate change knowledge, beliefs, and behaviors vary between geographic locations in the United States?
The results of this study begin to highlight the differences between knowledge, beliefs, and behaviors around the United States. First, results showed that students have heard of climate change but often confused aspects of the problem, and they tended to focus on causes and impacts, as opposed to solutions. Related to beliefs, students tended to believe that climate change is caused by both humans and natural trends, and would affect plant and animal species more than themselves and their families. Second, students were most likely to participate in individual behaviors such as turning off lights and electronics, and least likely to take public transportation and eat a vegetarian meal. Individual behaviors seem to be most relevant to this age group, in contrast to policy solutions. Third, students in Illinois felt they would be more likely to experience colder temperatures and more precipitation than those in Arizona, where students were more concerned about rising temperatures.
Understanding behaviors, motivations behind beliefs and choices, and barriers to actions can support pro-environmental behavior change. Educational strategies can be employed to more effectively account for the influences on a young person's belief formation and behavior choices. Providing engagement opportunities with location-specific solutions that are more feasible for youth to participate in on their own could also support efforts for behavior change.
ContributorsKruke, Laurel (Author) / Larson, Kelli (Thesis advisor) / Klinsky, Sonja (Committee member) / White, Dave (Committee member) / Arizona State University (Publisher)
Created2015
Description
With an abundance of sunshine, the state of Arizona has the potential for producing large amounts of solar energy. However, in recent years Arizona has also become the focal point in a political battle to determine the value and future of residential solar energy fees, which has critical implications for distributed generation. As the debate grows, it is clear that solar policies developed in Arizona will influence other state regulators regarding their solar rate structures and Net Energy Metering; however, there is a hindrance in the progress of this discussion due to the varying frameworks of the stakeholders involved. For this project, I set out to understand and analyze why the different stakeholders have such conflicting viewpoints. Some groups interpret energy as a financial and technological object while others view it is an inherently social and political issue. I conducted research in three manners: 1) I attended public meetings, 2) hosted interviews, and 3) analyzed reports and studies on the value of solar. By using the SRP 2015 Rate Case as my central study, I will discuss how these opposing viewpoints do or do not incorporate various forms of justice such as distributive, participatory, and recognition justice. In regards to the SRP Rate Case, I will look at both the utility- consumer relationship and the public meeting processes in which they interact, in addition to the pricing plans. This work reveals that antiquated utility structures and a lack of participation and recognition justice are hindering the creation of policy changes that satisfy both the needs of the utilities and the community at large.
ContributorsGidney, Jacob Robert (Author) / Richter, Jennifer (Thesis director) / Jurik, Nancy (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
As India expanded its grid infrastructure, decentralized renewable energy technologies, such as off-grid solar, also emerged in parallel as an electrification solution. This dissertation critically examines the role of off-grid solar in facilitating rural electrification efforts in India. Specifically, it applies the frameworks of the multi-level perspective, capabilities approach, and energy justice to achieve three objectives: (1) trace the evolution of off-grid solar in India; (2) understand the role of solar micro-grids in improving household capabilities and well-being; (1) examine whether and how community-scale solar micro-grids can operate as just means of electrification. This research relies on qualitative case-study methods. The historical research in Paper 1 is based on published policy documents and interviews with energy experts in India. It finds that landscape-regime-niche actor relations and politics were crucial in shaping off-grid solar transition outcomes. There is also a narrative component, as the key narratives of energy security, environmental degradation, climate change and energy for development converged to create spaces for state and non-state interactions that could nurture the development of off-grid solar. The community-level research in Papers 2 and 3 analyze a local energy initiative of community operated solar micro-grid using semi-structured interviews and participant observations from three villages in Maharashtra. Solar micro-grids play an important part in expanding people’s choices and opportunities. The benefits are not uniform across all people, however. Increases in energy-related capabilities vary by economic class and gender, and to some extent this means certain biases can get reinforced. In addition, the inability of solar micro-grids to keep up with the changing electrification landscape and daily practices means that the challenges of affordability, reliability and community engagement emerged as important concerns over-time. Empirically, this dissertation finds that off-grid energy initiatives must be carefully designed to be in alignment with local values and realities. Theoretically, it adds to debates on justice in energy transitions by showcasing the regime-led innovations, and temporality elements of energy justice local energy initiatives.
ContributorsRajagopalan, Sushil (Author) / Breetz, Hanna (Thesis advisor) / Klinsky, Sonja (Thesis advisor) / Singh, Kartikeya (Committee member) / Arizona State University (Publisher)
Created2021