Assessments of Environmental Injustice among Black Americans

The greater exposure of communities of color and poor communities to environmental harms compared with white and middle-class neighborhoods constitutes environmental injustice. Here, we examine how environmental attitudes and experiences with discrimination, as well as environmental and racial identities, affect environmental injustice assessments. Specifically, we focus on environmental injustice pertaining to actual distributions of environmental harms among low-income neighborhoods and neighborhoods of color (distributive environmental injustice), and prescriptions regarding fair decision-making procedures underlying the distribution of environmental burdens in communities (procedural environmental justice). Our data stem from a survey of black people living in the United States. Seemingly unrelated regression analyses indicate that environmental attitudes influence assessments of injustice regarding the distribution of environmental harms in disadvantaged neighborhoods and prescriptions regarding just decision-making procedures about distributing such harms. And while experiences with discrimination only affect assessments of distributive environmental injustice, black identity strongly predicts both forms of justice related to the environment (even controlling on environmental identity, which only affects procedural environmental justice prescriptions). Our discussion focuses on the profound impact of black identity on shaping meanings of environmental justice even for those unaffected by such harms

Framing and Feeling Fuel Environmentally Responsible Behaviors of Black Residents in the United States

Scholars have long investigated factors contributing to enactment of environmentally responsible behaviors (ERBs), largely among white populations. Although research has debunked the myth that black people express less environmental concern, few studies examine what influences their pro-environmental behavior. We focus on how the cognitively oriented cultural frames of environmentalism and environmental justice combine with overlooked emotions to shape ERBs reported by a nationally representative sample of 988 black residents in the United States. Results indicate that the environmentalism frame, indicated by environmental identity but not attitudes, enhances all the behaviors examined: general conservation, cost-saving conservation, recycling, and advocacy. Effects of environmental justice, however, are more limited. Passion for environmental protection likewise positively affects all pro-environmental actions, and moral outrage over the condition of the environment exerts strong positive effects on conservation and advocacy. In highlighting the role of emotions in conjunction with cultural frames on ERBs, new avenues for research emerge

Living Green: Examining Sustainable Dorms and Identities

Purpose: The purpose of this study was to examine the effects of living in “green” dorms on students’ environmentally responsible behaviors (ERBs), in concert with other factors, including individual identity and social context in the form of behavior modeling by peers. Design/methodology/approach: The sample of 243 consists of students who resided in two newly constructed, Leadership in Energy and Environmental Design Gold-certified dorms and two conventional dorms. The authors analyze the data collected at the end of the respondents’ freshmen year at Emory University using seemingly unrelated regression analysis. Findings: Findings indicate that students who live in “green” dorms engage in more recycling and advocacy behaviors than students in conventional dorms. Environmental identity and perceived behavior modeling by peers positively affect recycling, advocacy and conservation. Furthermore, results indicate an interaction between dorm and identity whereby students with weak environmental identities experience a greater increase in ERBs from living in green dorms than do students with strong environmental identities. Practical implications: These results show that universities do promote students’ ERBs through the construction of green residence halls. Universities can also facilitate ERBs by encouraging students to develop strong environmental identities and fostering opportunities for them to engage in ERBs with their peers. Originality/value: This study is valuable for both its practical implications and the theoretical implications for predicting ERBs. The findings indicate that to predict ERBs, it is necessary to consider both contextual and individual level factors

Discerning justice: clarifying the role of procedural and interactional justice in restorative conferencing

Research suggests that offenders perceive restorative justice (RJ) conferences as more just and reintegrative than standard court proceedings. Yet, little research focuses on how the nature of the offense may affect these social psychological processes, and studies that investigate how offenders perceive justice typically examine justice in general, not specific types (procedural vs. interactional). Using data from the Australian Reintegrative Shaming Experiments (RISE), we find that offense type is differentially associated with types of justice and shaming perceptions, demonstrating the need to distinguish between interactional and procedural justice to understand how various offenders experience the RJ conference

When Legitimacy Shapes Environmentally Responsible Behaviors: Considering Exposure to University Sustainability Initiatives

This study examines how perceptions of the legitimacy of university sustainability efforts—support by the administration (authorization) or from students’ peers (endorsement)—as well as the physical context in which students live, matter in shaping students’ environmentally responsible behaviors (ERBs). Using survey data collected from fourth-year students at a university in the Southeastern US, we employ Seeming Unrelated Regression to analyze the impact of perceived legitimacy and context on recycling and conservation behaviors, controlling for demographic characteristics, pro-environmental attitudes, and environmental identity. Our findings indicate that students’ perceptions of what university administrators support affect the likelihood of students to enact recycling and conservation behaviors, and peer support influences conservation behaviors. This research contributes to the literature on legitimacy by examining how legitimacy processes work in natural, rather than experimental, settings