LEAPS Meaningful Engagement Cluster Study

June 2015

Prepared by

Leadership & Evaluation to Advance Program Success

LEAPS for Environmental Literacy: a

Meaningful Engagement with the Environment

Cluster Study Overview 3

Participant Overview 10

Experiences in the Environment 17

Connection to the Environment 24

Participant Interest and Plans for the Future 28

Takeaways for the Field 30

Table of Contents

LEAPS Cluster Studies: Meaningful Engagement with the Environment

Cluster Study Overview

4

Seventeen LEAPS organizations have engaged in ongoing technical assistance to develop their evaluation capacity since October 2012. During the first phase of this initiative, organization representatives attended trainings focused on foundational evaluation and learning concepts: theories of change, logic models, evaluation plans, tool development, data analysis techniques, and communicating effectiveness. They also engaged in a range of leadership capacity building activities.

In the phase that followed and with continued support from the S.D. Bechtel, Jr. Foundation, Learning for Action worked with clusters of organizations to develop shared measures around three cross-cutting areas of interest. The cluster study work arose out of an opportunity for the cohort to begin to document its collective story which was further emerging after Phase Is work and the desire to advance organizations evaluation capacity through the hands-on, group learning experience this type of project would provide. Organizations worked together to define and form the clusters, collect data, and analyze the emerging stories.

LEAPS Cluster Studies: Meaningful Engagement with the Environment

The Path to Cluster Studies

Organizations in the Meaningful Engagement with the Environment cluster recognize that engaging youth in meaningful environmental experiences requires continuing to evolve our understanding of how young people define their environments, connect with it, what is meaningful to them, and how this engagement can influence youths perspectives/worldview.

LEAPS Cluster Studies: Meaningful Engagement with the Environment 5

Organizations posit that if youth have meaningful engagements with their environment, then they will be stewards for their environment, regardless of the pathway they choose (e.g. they can seek careers in non-environmental fields and still work towards conservation). This cluster hoped to explore how younger youth experience the environment through their programs and how older youth/long-term participants and/or alumni describe the impact of their engagement in programs. Understanding how youth define and experience their environment and later continue to make meaning of their environment, will not only help these organizations better understand their participants, the relevance, and effectiveness of programming, but also help the field learn from the diverse audiences that these organizations successfully engage.

Cluster Study Topic

We explored: What are the ranges of ways that young

people growing up in diverse urban communities engage with the environment?

How does the experience of Bay Area youth change or influence our understanding of pro-environmental behavior, if at all?


Cluster Study Topic


Cluster Study Organizations

Richardson Bay Audubon Center &

Sanctuary (Audubon) operates as a program of National Audubon Society and focuses on waterbird

conservation. Their Audubon Youth Leaders program engages high

school students in environmental education

with an emphasis on leadership

development. Literacy for

Environmental Justice (LEJ) is an urban park

revitalization and community stewardship program in Candlestick Point State

Recreation Area. Their Bay Youth for the Environment program is a science-based, after-school environmental

education work program that engages high school aged, community youth in the

restoration project.

The San Francisco Zoos (SF Zoo) environmental

education volunteer programs engage

teenagers in animal care, habitat

restoration, Zoo visitor education, and

leadership development.

Kids In Parks is an experiential,

environmental education program embedded in

several Bay Area elementary and middle

schools that teaches youth about their natural

surroundings and natural resources through

studying, exploring, and stewarding parks and

open spaces.


Our Approach

Focus Groups

We started the exploratory study with focus groups of youth to hear in their own words, how they engage with the environment and how they define their environment.

We then created measures to explore meaningful engagement based on what they shared in the focus groups.

Participant Survey

The survey had common measures across all three cluster study organizations.

Each cluster study organization administered the survey to program participants. Five programs are represented from the San Francisco Zoo, and one program is represented from Audubon and from Literacy for Environmental Justice.

Combined Survey Results

Though cluster study organizations implement different program models, we combined all survey results for our analysis to explore the relationships between outcomes. In addition to providing summary results of the survey measures, statistically significant findings are highlighted throughout where applicable.


The survey tool was constructed based on the findings from our focus groups with youth and how they expressed understanding of and connection with the environment.

Our survey sample is diverse, with a range of race/ethnicities.

The survey was administered anonymously, increasing the likelihood of candid responses.

Data collection took place in the winter, which meant that some organizations could not reach as many youth as they would have at a different time of year, nor could they include in the survey summer programs.

Given that the survey was not implemented with youth younger than 7th grade, we were unable to hear about the experiences of youth under that age (however, we did hold one focus groups with 6th graders).

We only reached a small group of alumni through the surveys for two of the cluster study organizations.

Strengths Limitations

Strengths & Limitations of Our Approach

Participant Overview


Focus Group Overview

2 with 6th & 7th graders

Kids in Parks

The San Francisco

Zoo 1

1 Richardson

Bay

Audubon Center &

Sanctuary

1

We held five focus groups with 32 total

participants.

Literacy for Environmental

Justice

Photo Credit: Audubon

Photo Credit: SF Zoo

50%


Survey Response Rates

100 % 53 % 47 %

72 7 8 57

One half of youth invited to take the survey submitted a response.


Survey Respondent Demographic Data: Gender

transgender

male

female

7 8 53

69%

2%

29%

68

57%

43%

63%

38%

72%

26%

2%

Females make up over two-thirds of the combined sample.

The sum of the percentages may be more or less than 100% due to rounding.


Survey Respondent Demographic Data: Ethnicity

7 8 53 68

15%

27%

13%

4%

40%

2%

Bi-racial/ Multi-racial/Mixed Race

White/ Caucasian

Pacific Islander/ NativeHawaiian

Middle Eastern/NorthAfrican

Latino/ Hispanic

Black/ African American

Asian/ Asian American

American Indian/ AlaskanNative

14%

29%

14%

29%

14%


White/ Caucasian



Latino/ Hispanic

Black/ AfricanAmerican


American Indian/Alaskan Native

13%

25%

13%

25%

25%


White/ Caucasian



Latino/ Hispanic

Black/ African American



15%

30%

11%

43%


White/ Caucasian



Latino/ Hispanic

Black/ AfricanAmerican




Asian/Asian American youth (40%) make up the largest proportion of youth that submitted the survey. Moreover, the majority of the survey sample is youth of color.


Survey Respondent Demographic Data: Free or Reduced Lunch

7 8 54 69

48%

23%

29% 14%

86%

63%

13%

25%

52%

26%

22%

Does not knowReceives free or reduced lunchDoes not receive free or reduced lunchDoes not receive free or reduced lunch

Does not know

Receives free or reduced lunch

Except for one organization, the largest proportion of youth report not receiving free or reduced lunch (48%).



Survey Respondent Involvement with Cluster Study Organization

7 8 57 72

43%

40%

17%

Experiences in the Environment

Youth define environmentalism as taking care of and improving their environment and being knowledgeable about environmental issues.

Youth also cite that a component of environmentalism is spreading awareness about environmental issues and information on how to care for and protect the environment.


What Do Youth Mean by Environmentalism?

Trying to stay in touch with nature as much as possible and trying to raise awareness for it as much as you can so other people can spread the word and you know sooner or later people go out of their way to pick up trash and clean up streets.

-SF Zoo Participant

The words that stick out to me the most would probably be awareness, intertwined, and conservation and the quote by Albert Einstein about how being silent about something that you don't stand for is just as bad as going against it.

-Audubon Participant Environmentalism means taking action and helping a cause for the environment.

-Audubon Participant

It means stewardship. Taking care of the land, our surroundings, ourselves, and plants, everything.

-LEJ Participant

How to protect the environment and things in the environment whether its yours or not.

-SF Zoo Participant

When youth were asked what comes to mind when they think about the environment they shared how interconnected all components of the environment are and how they affect each other. Many shared specifically how humans have affected the environment and how we need to protect and conserve it.

Youth shared that exploring or doing outdoor activities as the main way they engage with the environment including walks on the beach, exploring their backyard, skating through the city, and walking in the city/nature.


Youth Thoughts On and Experiences With the Environment

When I hear environment I kind of think of how like how deeply our lives intertwine with the environment. When I say environment I just dont think one thing: I think public health, policy, politics its all so connected one example why in a certain neighborhood students arent doing well in school higher here not over here, why is transportation more reliable over here.

-LEJ Participant

Youth cite learning about the environment the most from program staff (29%).

Who have you learned the most about the environment from?

Percentage Checked

(n=72)

a. Staff from a program I participate in 29% b. Myself / exploring the outdoors on my own 19% c. Classroom teacher 19% d. Television or the internet 8% e. Books or newspapers 6% f.. My parent or legal guardian 6% g. My friends 4% h. Sisters or brothers 3% i. Other members of the community 3% j. Other 3% k. Grandparents 0% l. Other family members 0%


Youth Gain New Experiences As A Result of Participating in These Programs

Through this program, I

No! I strongly disagree

(1)

No, I disagree

(2)

Yes, I agree

(3)

Yes! I strongly

agree (4)

Average (n=54-70)

a. Experienced new things 3% 0% 36% 61% 3.6 b. Got to do something outdoors I wouldnt get to do otherwise

0% 6% 34% 59% 3.5

c. Practiced new skills 0% 4% 40% 56% 3.5 d. Developed more knowledge about topics related to the environment (such as plant species, wildlife, outdoor activities, restoration, environmental issues in my community, etc.)

0% 3% 44% 54% 3.5

e. Learned more about the environment around me 0% 3% 49% 49% 3.5 f. Engaged in hands-on activities 0% 11% 33% 56% 3.5 g. Created something or worked with my hands 0% 11% 44% 44% 3.3 h. Expanded my sense of community 0% 9% 48% 43% 3.3 i. Practiced being a leader 5% 15% 26% 55% 3.3 j. Was challenged to get out of my comfort zone 3% 17% 30% 50% 3.3 k. Shared my experiences with others (such as pointing out a plant or animal to a friend or parent, discussing something I learned in program, etc.)

1% 9% 44% 46% 3.3

l. Worked hard to build something 3% 17% 36% 44% 3.2 m. Went on cool trips (such as hiking, canoeing, backpacking, camping, etc.)

9% 17% 37% 37% 3.0

When looking at the measure about challenging youth out of their comfort zone in comparison to measures about the changes they experienced as a result of participating in these programs, youth report stronger agreement with: being more aware of their surroundings***, understanding how the personal choices they make each day affect the environment***, in speaking up and talking with friends and family about issues that affect the environment**, in thinking about the things they want to change in the environment**, and in thinking about the environment on a more personal level than they did before**.

* = p


Factors that Facilitate or Hinder Exploring the Environment

I find it easiest to explore the environment when

Percentage Checked

(n=72)

a. I have friends to explore the environment with 68% b. I have staff from a program teach me about the environment 54% c. I have staff from a program help me explore the environment 40% d. I can explore the environment on my own 39% e. I have learned about the environment in school 33% f. I need quiet time outside or alone time 29% g. I go out with my parents/family to explore the environment 19%

Exploring the environment is facilitated by having friends to do so (68%) followed by having program staff teach youth about the environment (54%).

I find it hardest to explore the environment when

Percentage Checked

(n=72)

a. I dont have enough time 72% b. I dont have transportation to where I want to go outdoors 44% c. I dont have the supplies for the activity I want to do outdoors 29% d. I dont have someone to guide or teach me about the outdoors 29% e. Im alone (dont have anyone to go outdoors with) 24% f. I dont feel safe 24% g. I dont have permission from parents/guardian to go outdoors 18% h. I dont have extra clothing or shoes that are ok to get dirty while outside 7%

Not having enough time made it hardest for youth to explore the environment (72%).

The sum of percentages may exceed 100% because respondents were allowed to check all that apply.

The sum of percentages may exceed 100% because respondents were allowed to check all that apply.

Photo Credit: Kids in Parks

Photo Credit: LEJ

I really love the hands-on activities I think it really puts it in your heart instead of just in your head.


In focus groups, youth shared that their favorite aspects of the programs include exposure to new experiences, hands-on learning, relationship building, and working with others.


Youth Find the Most Value in

What are or were the most valuable parts of the program for you?

NOT AT ALL

Valuable

A LITTLE Valuable

Valuable VERY

Valuable Average (n=57-71)

a. Spending time in nature 2% 2% 21% 76% 3.7 b. Hands on learning 2% 3% 23% 73% 3.7 c. Doing fun activities outdoors 0% 4% 27% 69% 3.6 d. Exploring outdoors 1% 3% 26% 67% 3.6 e. Learning about the environment and different species 0% 6% 25% 69% 3.6 f. Creating or working with my hands 2% 6% 25% 67% 3.6 g. Trying new things 3% 6% 24% 68% 3.6 h. Learning specific skills 0% 9% 32% 59% 3.5 i. Becoming more familiar with my surroundings 3% 5% 42% 51% 3.4 j. Meeting new people/making new friends 0% 14% 35% 51% 3.4 k. Field trips 5% 9% 40% 46% 3.3 l. Spending time with friends 3% 16% 39% 42% 3.2 m. Sharing what I learn with others 3% 19% 52% 27% 3.0 n. Classroom instruction 5% 19% 63% 14% 2.8 o. Class projects 5% 29% 47% 19% 2.8

Youth survey responses suggest programs provide valuable opportunities for youth. Ratings are quite high for spending time in nature and hands on learning (3.7) as well as for a variety of other measures of the value of learning outdoors.

When we explore the relationship between the highest rated factors that make it easiest to explore the environment and the most valuable aspects of the programs, we find that youth who have friends to explore the environment with are more likely to find highest value in being able to spend time with friends (avg.=3.4)**.

For youth who said that having staff from a program teach them about the environment made it easiest to explore the environment, they were more likely to report doing fun activities outdoors (avg.=3.8)** and trying new things (avg.=3.7)* as most valuable.

Working outside with other people. -LEJ Participant

* = p

Youth shared in the focus groups that they like being pushed out of their comfort zone.


Youth Become More Comfortable with the Environment in a Variety of Ways

Has participating in this program changed how comfortable you feel doing the following?

No change (1)

I feel A LITTLE more comfortable

(2)

I feel More comfortable

(3)

I feel A LOT More

comfortable (4)

Average (n=56-70)

a. Talking to others about the environment 9% 7% 49% 36% 3.1 b. Helping the environment 9% 11% 41% 39% 3.1 c. Observing nature 11% 12% 38% 39% 3.1 d. Talking to others about animals or insects 9% 14% 42% 35% 3.0 e. Observing animals or insects 12% 11% 44% 33% 3.0 f. Exploring nature 12% 10% 52% 27% 2.9 g. Handling animals or insects 16% 14% 34% 36% 2.9 h. Hiking 16% 16% 43% 25% 2.8 i. Gardening 15% 21% 40% 24% 2.7 j. Camping 23% 13% 34% 30% 2.7 k. Exploring the city or Bay Area 16% 16% 54% 13% 2.6 l. Exploring my local neighborhood 26% 27% 30% 17% 2.4 m. Exploring my front or back yard 43% 16% 31% 10% 2.1

I like being with this program getting outside of my comfort zone and trying something new than being where I live at and not seeing a lot of plants or trees or stuff like that.

-LEJ Participant

We see highest ratings for increased comfort in observing nature, talking to others about the environment, and helping the environment (avg.=3.1).

Youth who found it easiest to explore the environment when they have program staff teach them about the environment were more likely to report feeling more comfortable exploring the city or Bay Area (avg.=2.8)*.

* = p

Connection to the Environment


Connection to the Environment

Youth who found it easiest to explore the environment when they have program staff teach them about the environment were more likely to report:

o Feeling safe being outdoors (average=3.0)***. o Being interested in learning more about the environment (average=3.4)**. o Being more aware of their surroundings (average=3.4)**. o Understanding how the personal choices they make each day affect the environment (average=3.4)**. o Speaking up and talking with friends and family about issues that affect the environment (average=3.2)**. o Feeling a personal responsibility to help protect the environment (average=3.3)*. o Being interested in helping the environment through whatever career they choose, even if it is not directly related to the environment

(average=3.3)*. o Thinking about things they want to change in the environment (average=3.2)*. o Being more aware of environmental issues facing their community (average=3.2)*.

* = p


Meaningful Engagement Is

My most meaningful experience is practicing my leadership skills and learning about my Bayview community every week. I have grown as a leader and now take ownership of my community. I feel a sense of belonging. This is were I should be present. From participating in LEJ, new opportunities with college, scholarships, employment and internships have also risen. LEJ is helping my present and future.

-LEJ Participant

Audubon has expanded my horizons about the health of ecosystems and the environment in general. I find the hands-on experiences most valuable because I learn things [on] a personal level.


I have been able to participate in the process of restoring native populations in my community, and observe nature and how it is affected directly. This is very important to me, because it gives me an opportunity to step up and participate, instead of merely watching others do the work.

-SF Zoo Participant

[The program] makes me want to go out in the environment a bit more. Before the program I just wanted to stay inside all my life. Now when I get older I would want to sort of explore different environments.

-SF Zoo Participant

The first day [of the program] I didn't walk outside the house or go down to the beach, but now if I get here early I'm always exploring around and walking around.


Photo Credit: LEJ

I am committed to living a life of stewardship to the environment. I am careful on what I consume: food, products, and transportation. I understand that I can vote with my dollar. I choose now to spend my

money wisely and understand where my money is going. For example, given the choice of purchasing from Walmart or my local farmers

market for food, I ask myself what am I supporting. From my research, Walmart underpays and overworks its workers. Most of the products

are made from exploited international labor. It's not a surprise its products are cheap. I have been admitted to Humboldt State

University, where there is a strong program focused on careers in the green job sector. I am planning to study Environmental Studies with a

focus on Social Justice in college. I hope to find a field where I am most passionate. What ever it may be, I plan to apply the environment and get my teaching credential so I can teach in elementary, middle, and

high schools as well as in parks, youth programs and rec centers. I also want to gain outdoor skills such as camping, making a fire,

survivor skills and understanding of wild life and plants. -LEJ Participant

Participant Interests and Plans for the Future


Future Interest in Pro-Environmental Activities

* = p

Takeaways for the Field

Youth focus group and survey responses both reinforced and expanded the way we understand meaningful engagement and stewardship. Ahead of traditional conservation measures (such as recycling, conserving water, picking up litter) youth show greatest gains in more personal dimensions of their relationship to the environment, including being aware of their surroundings, seeing everything as connected, understanding how personal choices influence the environment, interest in learning about the environment, and sense of responsibility to protect the environment.

For many of these youth, what they learn and experience in programs will inform their future plans and interests. For organizations interested in creating the next generation of environmental stewards, continuing to facilitate real-life connections to the environment and supporting youth to engage in meaningful ways, may help youth to continue to explore and support the environment regardless of the pathway they choose.


Takeaways for the Field

www.learningforaction.com

170 Capp Street, Suite C | San Francisco, CA 94110

LEAPS Meaningful Engagement Cluster Study

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