Shaping the Environmental Self: The Role of Childhood Experiences in Shaping Identity Standards of Environmental Behavior in Adulthood

Abstract

Existing research shows that childhood processes affect identity formation. However, there is limited scholarly understanding about how these processes work as children age. The case of environmental behavior offers the opportunity to interrogate these processes. I use reflective interviews with 40 participants in the 2014 People’s Climate March in New York to understand how the socialization of environmental behavior in childhood shapes their perceptions of the processes of identity formation related to participation in the environmental movement. I argue that environmental movement behavior is facilitated by the development of compatible identity standards during childhood. I find that four processes—nature experiences, witnessing degradation, parental modeling, and school experiences—influence participation in environmental movement behavior in adulthood. My results highlight varied ways that behavior in adulthood can be facilitated through the shaping of identity standards over the life course. This research has implications for research on socialization, identities, social movements, and the environment.

Relationships between Outdoor Recreation-Associated Flow, Pro-Environmental Attitude, and Pro-Environmental Behavioral Intention

“…Third, the experience of interactions with nature at an early age can promote continued participation in outdoor recreation activities later in life [60,61]. Similarly, the formation of values regarding conservation, stewardship, and responsible behavior in childhood is crucial because these also influence standards of environmental behavior in adulthood [62][63][64].…”

O cotidiano na várzea amazônica percebido pelas crianças

“…Assim, os dados demonstram que, em consonância com os achados de Muchow (2015) as crianças têm espaços de vida e modos de percepção do cotidiano de acordo com sua idade, aptidões e escolaridade. Tais aspectos cognitivos vão ganhando contornos que são enriquecidos pelas experiências e vivências afetivas e, assim, vão se constituindo em aspectos de identidade e cuidado desse lugar (Dewey, 2020;Martin et al, 2020;Pinheiro, 2019;Sartor, 2018;Scannell & Gifford, 2010;Uzzell et al, 2002;Vaske & Kobrin, 2001).…”

“…Acompanhando os adultos, as crianças se inserem nesse ambiente terra-água com desenvoltura. No movimento de vivências, cada grupo social expressa aspectos socioculturais que são processados pelas crianças (Dewey, 2020). As subjetividades infantis elaboradas acerca do lugar são associadas aos aspectos que materializam essa condição (Lopes & Vasconcellos, 2006).…”

La conexión con la naturaleza como factor clave en la formación de las identidades infantiles: Una revisión sistemática

“…A tal efecto, y teniendo en cuenta la continuidad del sentido del "yo", los entornos naturales suponen un campo potencial para la vivencia de experiencias personales y colectivas. Los resultados de dichas vivencias se reflejan en el desarrollo de valores, creencias, sentimientos, socialización y comportamientos (Dewey, 2021;Green, 2017). El efecto de estos factores en el desarrollo identitario de la persona queda evidenciado en la coincidencia entre estos factores influenciados por los espacios naturales y los atributos internos de la persona que conforman la identidad del sujeto.…”