Abstract
- Purpose: The goal of this study was to explore college students’ understanding of sustainability, and specifically, the extent to which students see social justice as being integral to sustainability. Methods: Between fall 2015 and fall 2017, an online survey study was deployed to students at a Midwestern university to assess attitudes and concerns about environmental issues and awareness of the university’s activities related to these issues. This analysis included 10 assessment items from a larger study. 1,929 were participants included in the final sample. A chi-square goodness-of-fit and a variable cluster analysis was performed on the included items. Findings: Items such as “recycling,” “economic viability,” and “fair treatment of all” were identified as integral to the concept of sustainability while items such as “growing organic vegetables” and “reducing meat consumption” had high levels of “not applicable” and “don’t know” responses, with differences arising across gender and class standing. Social justice-related items were seen as more distally connected to sustainability. Research limitations: This study is limited by a non-random sample. Practical implications: College students tend not to recognize the integral nature of social justice or the relevance of food to sustainability provides an opportunity for universities to better prepare their students for a sustainable future. Social implications: Universities might adopt policies and curricula that address these areas of ignorance. Originality/value: This study is among the first to identify specific areas of college students’ lack of understanding about sustainability.