What difference do role models make? Investigating outcomes at a residential environmental education center
Students who identified known adults as role models exhibited enhanced environmental responsibility, character development and leadership, and attitudes toward school
This quasi-experimental study examined middle school students’ self-reported role models before, immediately after, and three months following a residential environmental education (EE) experience. The study was based on the research-supported understanding that role models may play a critical role in promoting students’ environmental responsibility and attributes associated with positive youth development.
Data from surveys completed by more than 3000 students from 59 different schools located in and around Baltimore was analyzed for this study. The students completed these surveys at three different time periods: before, immediately after, and three months following a 5-day residential environmental education (EE) program hosted by the NorthBay Adventure Center on the Maryland coast. The surveys addressed three different areas of interest: environmental responsibility, character development and leadership, and attitudes toward school. The surveys also included a question about role models: “Do you have someone you consider to be a role model to you?” If the students answered “yes,” they were then asked to identify all the different role model types, such as parent, teacher, sibling, friend, and celebrity. By adding this question, the researchers were able to examine changes in the students’ role models over time.
During the NorthBay experience, students interact with a diverse team of educators, counselors, activity staff, and live show performers. This – along with accompanying teachers, principals, and parent chaperones — give students the opportunity to come into contact with a range of potential role models. Some of the planned learning experiences at NorthBay also encourage students to reflect on role models in their lives. Educators use live theatre performances, for example, to draw analogies between invasive species and crime, ecological niches and niches students might choose in their own communities, and environmental filters (such as wetlands) and role models.
In analyzing the data, the researchers explored whether students who identified different types of role models scored differently in environmental responsibility, character development and leadership, and attitudes toward school. Findings showed that students who identified parents, teachers, and pastors as role models scored higher in each of these areas. Results also showed that who students identified as role models changed significantly after participating in the NorthBay program. These findings suggest that the program may have encouraged students to reconsider who they might look to as role models or “filters” in their lives.
While this research doesn’t establish causality between the NorthBay program and change in students’ role models, it does suggest that including a focus on role models may be beneficial for future EE programming.
Citation
Stern, M.J., Frensley, B.T., Powell, R.B., Ardoin, N.M., (2018). What difference do role models make? Investigating outcomes at a residential environmental education center. Children's Geographies, 24(6),
