People with different educational attainment in Washington, DC, USA have differential knowledge and perceptions about environmental issues

Abstract

We predicted that people's knowledge and perceptions about the interconnectedness of natural resources, climate change, economics, and socio-cultural well-being would differ among demographic groups in Washington, DC, USA, so we conducted surveys to test that prediction. We collected demographic data from 455 participants and asked them 26 questions/statements related to natural resources, climate change, economics, and health. We selected education as the focal demographic category and participants were categorized based on their level of educational attainment: (1) completion of high school or less (hereafter "high school"); (2) some trade school or university education beyond high school up to and including completion of a trade school, two-, or four-year degree (hereafter "post-high school"); and (3) completion of a Master's, professional, or doctoral degree (hereafter "advanced education"). Participants with advanced education reported the highest connection with nature and were more likely to report that their personal welfare depended on the natural community. Participants with the least education were more likely to believe that humans do not have much influence on natural resources and placed more trust in technology and human achievements to control nature and ensure that earth will not become unlivable. Participants with the least education were also more likely to express an interest in local environmental concerns over global, jobs over natural resources, and effects of degraded local natural resources on income, health, and the environment instead of on cultural/social practices, neighborhood aesthetics, and recreation.