Who's Striking, and Who's Not? Avoiding and Acknowledging Bias in Youth Climate Activism Research

Autor/in	Feldman, Hannah R.
Titel	Who's Striking, and Who's Not? Avoiding and Acknowledging Bias in Youth Climate Activism Research
Quelle	In: Australian Journal of Environmental Education, 38 (2022) 1, S.112-118 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Feldman, Hannah R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2022.2
Schlagwörter	Strikes; Climate; Activism; Youth; Bias; Research Problems; Sampling; Inclusion; Adolescents; Student Diversity + Suchen Sie Ihr Suchwort? Strike; Streik; Klima; Aktivismus; Politischer Protest; Jugend; Jugendlicher; Jugendalter; Forschungskritik; Inklusion; Adolescent; Adolescence; Adoleszenz
Abstract	The "School Strike 4 Climate" is a timely opportunity for education and research sectors to support youth stories in climate change policy, and foster impactful relationships between researchers, teachers and students. But much research in this space has inherent selection biases where youth representation in research is limited by place (such as attendance at a protest), snowball sampling (often within already engaged groups) or through education channels (such as private or independent schools), ultimately leading to unrepresentative response samples. This comment explores the challenges and opportunities for equitable inclusion of teenage voices in environmental research, including some practical approaches (such as inclusion of public schools) to ensure more diverse samples are represented. Implications for how the existing body of research should be viewed is discussed, highlighting an existing lack of representation of students that do not overtly engage with climate activism or "School Strikes." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01