Glossary Reference List

A set of numbers or symbols used to represent characteristics of a variable in measurement (Vogt, 2005).

A systematic process that critically examines a program's merit, worth or significance by collecting and analyzing information about a program’s activities, characteristics, and outcomes. The goal is to improve the program's effectiveness, and/or to inform programming decisions (Patton, 2001).

The guarantee of fair treatment, access, opportunity, and advancement while at the same time striving to identify and eliminate barriers that have prevented the full participation of some groups. The principle of equity acknowledges that there are historically underserved and underrepresented populations and that providing equal or identical treatment to all does not improve the fairness of these unbalanced conditions (Oregon State University, 2021).

Authentically bringing traditionally excluded individuals/ groups into processes, activities and/ or decisions in a way that share power (Racial Equity Tools, 2020).

The unique differences among individuals in a group based on which we may be treated differently in society. Ethnicity is not the only way in which we are diverse as a group. There are countless visible and invisible facets of diversity. This may be race, socioeconomic background, gender (especially in the sciences), physical ability, age and how people come to environmental education at different points of their life, or sexual orientation. It includes any sort of “-ism” that brings people to the conversation, especially at different places of power. Power differentials may invite or limit the conversation. This is sometimes known as a "dimensions of difference" (The Avarna Group, 2020).

An action towards something. Environmental educators are often interested in human behaviors that have direct or indirect impacts on the environment (Marcinkowski, 1993).

The extent to which people are excluded or not from an activity, program, or experience on the basis of experiencing a disability. In an accessible activity, program, or experience, people with disabilities are able to do what they need to do in a similar amount of time and with similar effort as someone that does not have a disability. The concept of accessible design ensures both direct (i.e. unassisted) access and indirect access, meaning the activity, program, or experience is compatible with a person's assistive technology (for example, computer screen readers). See also universal design. (Henry et al., 2014). 

Can be geographically based (neighborhoods, towns, cities, etc.) or based on interest, identity, culture, belief, profession, etc. In environmental education community is often thought of as a system of systems including both natural, social, and economic systems (NAAEE, 2017).

A group of people who come together to fulfill individual and group goals. They may share a common concern, a set of problems or an interest in a topic (Cambridge & Suter, 2005).

Aims to better understand evaluation efforts and their effects, both intended and unintended, by expanding the definition of validity and rigor. Equitable evaluation works to name implicit biases in order to make more informed decisions and to embrace the complexity of many lived experiences of practitioners and participants (Equitable Evaluation Initiative, 2020).

Referring to ability diversity and a variety of abilities and disabilities. These variations include differences in cognitive, social-emotional, and physical abilities. Differences in abilities may need more individualized approaches to instruction and evaluation (PennState Extension, 2017).

“Engagement refers to the degree of attention, curiosity, interest, optimism, and passion that [learners] show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education” (Great Schools Partnership, 2016). Engagement can be with students, with the teaching, with learning, in research, with educators, and/or with the community (Groccia & Hunter, 2012).

A broad set of knowledge, skills, work habits, and character traits that are believed to be critically important to success in today’s world. 21st century skills reflect a broad and ever changing list, but include skills such as critical thinking, research skills, creativity, self-direction, communication, collaboration, technological knowledge, social-justice literacy, and more. Learn more at this site. (Great Schools Partnership, 2013)

Relative levels of power between two or more people or groups can impact the interaction between each other. Power dynamics is an invisible force that can affect our daily lives on an intuitive basis, without knowing we are being affected by it (Hanna-Wayne, 2019).

An environmentally literate person [is] someone who, both individually and together with others, makes informed decisions concerning the environment; is willing to act on these decisions to improve the well-being of other individuals, societies, and the global environment; and participates in civic life (Hollweg et al., 2011).

Both a term used to point to social inequalities that limit advancement, typically due to individual, structural or system discrimination based on an identity character (e.g., race, SES, gender), that operate outside of an individual and a term that can point to barriers internal to an individual (e.g., motivation, values conflicts, etc.).

Often understood as personal or individual actions that consciously seek to minimize one's negative impacts on the natural or built world (Kollmus & Agyeman, 2002).

Unique number assigned to survey participants to allow for confidentiality and ease of data analysis. Similar to Medical Record Number used by doctors (Law Insider Inc., 2021).

Considering both youth assets (such as self-efficacy, pro-social norms, meaningful relationships, and social and moral competence, and the characteristics of settings that enable youth to develop those assets. Researchers have identified 5 C’s of positive youth development: competence, confidence, connection, character, and caring; and with these skills youth also are more likely to contribute to community and civil society, thus developing the sixth C which is contribution (Eccles & Gootman, 2002; Lerner et al., 2015).

Data ownership implies power and control as it applies to information; it also includes the possession of and responsibility for that information. Control of information includes the ability access, share, derive benefit from, sell or remove data (Loshin, 2002).

The flip side of oppression, privilege constitutes advantages we receive, consciously or unconsciously, by virtue of one or more of our identities, called “dominant identities”. These advantages are upheld by systems of power that advantage certain groups over others, and include ideologies such as racism, sexism, cissexism (transphobia), heterosexism (homophobia), elitism, classism, ableism, nativism, colonialism, ageism, and sizeism (collectively “the isms”). Privilege includes the freedom from stress, anxiety, and fear of harm related to your identity. (The Avarna Group, 2020)

Encompasses cognitive, affective, and compassionate empathy. Cognitive empathy allows one to see another's perspective without necessarily feeling the same emotions. Affective empathy is the feelings that arise when observing the emotions/ experience of another. Compassionate empathy is driven by cognitive and affective empathy and is the ability to feel and show the appropriate concern to another's need (Jackson et al., 2017).

Uses narrative forms, such as thoughts or feelings to describe what is being evaluated. Can provide rich context for examining participants’ experiences and how a program operates. Allows for questions to be investigated in-depth.

Necessity of competence, relatedness, and autonomy for intrinsic motivation. Self-determination theory also takes into account those factors that hinder self-motivation (Ryan & Deci, 2000).

The way people identify with predominantly natural landscapes and the relationships they form with the elements in those environments (Restall & Conrad, 2015).

Associations or assumptions (negative or positive) that people unknowingly hold. The theory of implicit bias rests on the idea that much of our social behavior is driven by learned stereotypes that operate automatically—and therefore unconsciously—when we interact with other people. Implicit bias means that racial prejudices (and other areas of diversity) affect individuals’ decisions as well as their behavior toward people of other races, whether or not they are aware of it. Also known as unconscious or hidden bias (Saats, 2013, cited in Racial Equity Tools, 2020).

"Integration of environmental health, social equity, and economic vitality in order to create thriving, diverse, and resilient communities for this generation and generations to come. The practice of sustainability recognizes how these issues are interconnected and requires a systems approach and an acknowledgment of complexity" (UCLA, 2021).