Through critical, comparative, and contextual analyses of the "structural change" case study group and "non- structural change" group, informed by relevant theoretical literature, a synthesizing argument was generated.įrom 505 total records identified, eligibility screening produced 232 case study articles, representing 154 case studies, and 55 theoretical articles for synthesis. Statistical analyses were performed to assess correlations between study design elements and structural change outcomes. Synthetic constructs were developed iteratively related to study characteristics, design elements, and outcomes and data were extracted for included records. This review employs Critical Interpretive Synthesis (CIS) to theorize specific elements of participatory research for environmental health that effectively prompt structural change in EJ communities.Īcademic database search was used to identify peer-reviewed literature describing participatory research with EJ communities to address environmental health. However, many such projects fail to catalyze change at a structural level. In some cases, participatory research projects have effectively addressed structural causes of health risk in environmental justice (EJ) communities. I conclude by advocating the use of inclusive, culturally-sensitive teaching practices that can improve the climate for underrepresented students and increase diverse recruitment and retention in STEM.Įnvironmental health risks are disproportionately colocated with communities in poverty and communities of color. To address the relationship between culture and STEM diversity, I present a case study that examines the role of culturally-biased views of nature on the lack of diverse participation in ecology and environmental biology. These conflicts are implicated in the low recruitment and retention of underrepresented students in STEM. because of this, cultural conflicts can occur pertaining to contrasting cultural belief systems between educators and students, or to socially-biased perspectives that are embedded in disciplinary values. Science exists and is developed within social constructs. However, such interventions do not address cultural or social barriers that contribute to the isolation and marginalization that discourage continued participation in STEM. Diversity enhancement initiatives frequently attempt to mitigate skill deficits such as math skills in an attempt to improve preparedness of these students. Science, technology, engineering, and math (STEM) disciplines suffer from chronically low participation of women and underrepresented minorities.
This article describes materials and methods of this training promotes the need to develop an “environmental cultural competence theory and practice” identifies barriers to such theoretical development training in graduate schools and suggests potential solutions. In conjunction with this training, NEEP has gathered and reviewed published accounts of environmental field experience with respect to cultural competence that participants found useful. The Northeast Ethics Education Partnership (NEEP) has promoted short courses and workshops for training graduate students and faculty in environmental studies, natural resource sciences, and engineering in cultural competence. This article reviews evidence of the usefulness of cultural competence theory and its skill components in nursing, social work, and psychology to demonstrate the importance of analogous training in the environmental sciences. Environmental studies and natural resource sciences frequently engage diverse cultural groups in field practices and research.
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