This case study explored how two university sociology courses incorporating ecojustice pedagogies affected undergraduate students who mentored high school service learners at the Radix Ecological Sustainability Center in Albany, New York. The research team conducted participant observation and gathered data through surveys, semi-structured interviews, and focus groups with university students, high school students, and community stakeholders.
The sociology courses were unique in several ways. They were taught off-campus at an urban sustainability center, incorporated place-based education and service learning, and focused on addressing food apartheid (lack of food access due to structural racism) through youth mentoring and urban agriculture. The courses emphasized "action competence" and promoted building fair, accessible relationships between citizens and the natural elements in their cities.
Key findings revealed that 55% of sociology students identified mentoring high school service learners as the most meaningful aspect of the courses. The university students served as important academic mentors, providing guidance on complex readings and facilitating discussions about gender, spirituality, and reciprocity. They also offered career and internship information to their high school mentees.
The research documented several transformative outcomes. During pre-course interviews, only 27% of sociology students considered themselves environmentalists; after the course, 91% did. Additionally, 82% of students stated their intention to adopt new pro-environmental behaviors, including composting, growing their own food, and making more sustainable consumer choices. Many students also described changes in their career plans, with several pivoting toward environmental work.
Unexpected findings included the extent to which sociology students engaged in intergenerational learning, sharing their newfound environmental knowledge with family members. The hands-on, contextualized nature of the learning experiences proved especially beneficial for students with learning disabilities, who appreciated being able to touch, see, and interact with what they were learning.
The study contributes to the fields of urban environmental education and environmental sociology by documenting how experiential pedagogies can promote equal opportunities for all, critical consciousness, and civic engagement. It demonstrates that even short-term experiences can have transformative effects on university students' identities, behaviors, and life trajectories when they engage with complex environmental and social issues through hands-on, community-based learning.
The Bottom Line
This 2023 case study investigated the transformative learning outcomes for undergraduate students enrolled in two sociology courses at The State University of New York at Albany, taught at an urban ecological sustainability center. The research found that sociology students who mentored high school service learners in environmental justice projects experienced significant personal growth and perspective changes. In the short term, students showed increased interest in civic engagement, heightened awareness of community and environmental issues, and commitment to adopting pro-environmental behaviors. The study also documented transformative learning outcomes related to changes in longer-term academic, life, and career paths. Before the course, only 27% of sociology students identified as environmentalists; after the course, 91% did. The research demonstrates how experiential ecojustice pedagogies that involve youth mentoring, community engagement, and hands-on learning can foster deep transformations in university students' worldviews and future directions.