Date of this Version
Environmental Studies Undergraduate Student Thesis, University of Nebraska-Lincoln, 2023
Climate change education has become increasingly important as the world faces the challenges of a rapidly changing environment. However, not all individuals have equal access to this education, and socioeconomic status has been identified as a barrier to climate change knowledge. This thesis explores the impact of socioeconomic status on climate change education through a survey-based approach, using the Nebraska Annual Social Indicators Survey to investigate the relationship between income and degree of education with climate change concern and community interaction. The study finds a significant correlation between higher levels of education and climate change concern, as well as greater interaction with local communities facing natural resource challenges. Income also has an impact, though to a lesser degree. The research suggests that education and awareness programs should be designed to reach individuals of all income and education levels and emphasizes the importance of engaging local communities in natural resource management and climate change adaptation efforts. These findings contribute to our understanding of the impact of socioeconomic status on climate change education and the need for targeted educational initiatives and community outreach efforts. The study can inform policy and practice aimed at promoting climate change awareness and action at both the individual and community levels, highlighting the importance of education and community engagement.