Getting boys in on climate action

The Climate Divide: Why Aren't More Boys Leading the Charge for Our Planet?

A surprising gap is emerging in the fight against climate change: young men are proving less likely to engage with environmental issues than their female peers. This trend, observed by educators and researchers alike, raises critical questions about how we foster a sense of planetary stewardship, particularly among boys.

Unpacking the 'Unmanly' Planet

Joseph Henderson, a lecturer at the University of Vermont, has spent years observing a growing gender disparity in environmental education classrooms. He noticed that young women consistently showed higher levels of engagement with climate change and related environmental concerns compared to young men.

This pattern, which seemed to intensify over time, prompted Henderson to explore the underlying reasons. He partnered with Pasha Dashtgard, a research assistant professor at American University, to investigate how political, cultural, and geographic factors influence boys' and young men's involvement with climate issues.

Their research, supported by the Rosa Luxemburg Foundation, aims to uncover effective educational strategies that can ignite a passion for climate action in young males and steer them toward a more sustainable future.

The Research Landscape: A Gendered Concern for Nature

Extensive scholarly work in environmental sociology and political science highlights a consistent trend: girls and young women are more inclined to express concern for the natural world and advocate for its protection. This translates directly to the climate crisis.

Studies indicate that young women are more likely to voice apprehension about climate change, support policies aimed at adaptation and mitigation, and actively participate in pro-environmental behaviors. They also appear to be more effective climate educators, though this area warrants further investigation.

Conversely, a segment of conservative white men stands out as the cohort most likely to deny climate science and act in ways that contradict its findings. This presents a significant challenge to collective climate action.

The "Threatened Masculinity" Hypothesis

A leading explanation for this disparity is the concept of "threatened masculinity." This theory suggests that some men perceive their manhood as fragile, requiring constant reinforcement through traditionally masculine behaviors. In this cultural context, nurturing and caring for nature can be perceived as feminine traits, leading to resistance from gender-insecure men.

This effect appears to be more pronounced in economically developed nations. Men in affluent countries may benefit more from existing social and economic structures, making them more likely to reject scientific findings that challenge the status quo and their privileged position.

Barriers to Engagement: Petro-Masculinity and Beyond

The reluctance of some boys and men to engage with environmentalism can be understood through the lens of "petro-masculinity," a concept explored by political scientist and gender scholar Cara Daggett. This framework illustrates how certain authoritarian masculinities are intertwined with fossil fuel economies and a cultural logic of dominating nature and others.

Examples of this phenomenon include instances where individuals engage in behaviors like "rolling coal" on cyclists and hybrid vehicles, or political leaders using military might to secure oil resources. Such actions reflect a deep-seated insecurity tied to automobile culture and a rejection of anything perceived as non-traditional.

While these are extreme manifestations, they highlight the need for educators to develop more inclusive and effective approaches to environmental engagement for all young people. The current research by Henderson and Dashtgard is precisely aimed at identifying these better pathways.

Schools as Catalysts: Fostering Climate Consciousness in Boys

A primary objective of Henderson and Dashtgard's research is to understand the diverse ways boys and young men interact with climate change. While their findings are still emerging, general principles for educational intervention are becoming clear.

Pope Francis's encyclical, *Laudato si'*, which calls for ecological education that cares for "our common home," offers a powerful guiding principle. In the United States, environmental and climate education often remains underdeveloped, underfunded, and deprioritized, unlike in countries like the Nordic nations where nature-based learning is a common school practice.

Actionable Strategies for Educators

Despite these challenges, U.S. schools and educators can implement several key strategies to foster greater engagement:

• Prioritize Comprehensive Environmental Education: Advocate for robust environmental education across all grade levels, starting at a young age. Educators can nurture young children's innate care for each other and nature, building a foundation for future environmental stewardship.
• Rethink the Learning Environment: Challenge the traditional notion of schools as solely indoor spaces. Many children spend excessive time in buildings, limiting opportunities for vital outdoor and place-based learning experiences.
• Embrace Place-Based Pedagogy: Recognize that place-based environmental and climate education is a powerful tool for connecting young people to issues that matter. Educators must push back against high-stakes testing regimes that narrow curricula and alienate students.
• Integrate Climate and Environmental Justice: As young people mature, it is imperative to engage them in learning experiences that address climate and environmental justice. Understanding power dynamics and structural injustices is crucial for developing critical thinking skills to grasp the climate crisis.
• Offer Tangible Problem-Solving Opportunities: Acknowledge that many young men feel economically and socially adrift. Educational programs should empower them to take responsibility for caring for the Earth and each other through hands-on projects, such as green energy and building initiatives that address local community needs.

The integration of interdisciplinary science instruction, which combines physical, life, and Earth/space sciences, is proving effective in helping students tackle complex topics like climate change. This approach, adopted by a significant majority of middle schools, allows for a more holistic understanding of interconnected systems.

Recent incidents, such as a university's request to remove "environmental justice" from an Earth Day flyer to maintain "institutional neutrality," highlight the ongoing challenges in openly discussing climate-related issues within educational settings. Such policies can inadvertently hinder crucial conversations about disproportionate impacts.

The global impact of climate change on education infrastructure is substantial, with billions in damages and lost future earnings reported in Eastern and Southern Africa. Initiatives like San Francisco's pilot program encouraging childcare centers to switch to electric heat pumps demonstrate a move towards decarbonizing buildings and improving air quality for young children.

Efforts by Palo Alto schoolchildren to raise awareness about the hazards of gas stoves further underscore the growing concern among the young generation. These actions, driven by a desire for a healthier planet, signal a potential shift in how environmental issues are perceived and addressed by future leaders.