Authors: Laura Abreu*, Southern Connecticut State University, Paris Robberstad*, Southern Connecticut State University, Miranda Holland*, Southern Connecticut State University, Stephen Axon, Southern Connecticut State University
Topics: Behavioral Geography, Environmental Perception, Sustainability Science
Keywords: Climate Justice, Environmental Justice, Climate Change, Impact Distribution, University campuses, Student Engagement, Participatory Engagement
Session Type: Poster
Start / End Time: 8:00 AM / 9:40 AM
Room: Lincoln 2, Marriott, Exhibition Level
Presentation File: No File Uploaded
The rise of climate justice demonstrates the moral and ethical principles surrounding addressing climate change given the disproportionate impacts on vulnerable communities. University students are often considered to be more engaged with the issues of climate change than older generations. Yet some young people are unaware of the disproportionate impacts that climate change may have on their own communities. This can, to some extent, be explained as a result of limited awareness and knowledge; given the lack of effective public engagement methods that are applied to climate change issues. In order to address a key gap in academic literature and participatory methods, this project applies public engagement approaches and visual methodologies to explore student perceptions to climate justice at Southern Connecticut State University. Initial findings from this student-focused participatory research and engagement project are outlined; exploring the perceived impacts of climate change in Connecticut, specific impacts on particular communities, and what solutions students prefer to be employed to address climate change. This study presents these findings and discusses the implications for student engagement with climate justice using participatory methods.