Search results

This paper aims to examine the impact on diverse students’ social equity outcome measures that result from incorporating social justice education and inclusive practices into an introductory course on sustainability offered online asynchronously, online synchronously and in-person.

From fall 2020 to fall 2021, 706 students took “Introduction to Sustainability” at Michigan State University. A revised curriculum increased inclusive practices and social justice content centered on race and other social identities; institutional, individual and implicit bias; interrupting bias; socialization; and spheres of influence. Students’ self-reported change was examined using a retrospective pre/post survey.

Students reported significant growth in social equity understanding and practice across teaching modes with in-person instruction associated with the largest reported growth. Students reported growth regardless of their racial/ethnic identity or gender, with instructor effects varying in expected ways. The gap in social equity understanding between students with low precourse ratings (on outcome measures) and those with high precourse ratings was significantly smaller after the course.

This study is not without limitations. First, the authors were limited in the student-specific information that they could collect. Second, the authors did not have access to an alternative course that could serve as a control. Third, the authors did not have the resources to also conduct an in-depth, thorough qualitative study. Furthermore, the authors did not conduct their investigation during “normal” campus life because it took place during the height of the COVID-19 pandemic. The pandemic was a factor that could not be accounted for and might have impacted the outcomes.

This study is novel in identifying and incorporating specific social justice education material, tools and practices for improved teaching of social equity components of sustainability.

Various models and approaches are implemented to provide technical assistance and support to improve cocoa farmers' welfare in Ghana. The Farmer Business School (FBS), which is analogous to Farmer Field School (FFS), is one of the few initiatives of GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit) and Ghana Cocoa Board (COCOBOD). The main aim of the initiative is to train smallholder cocoa farmers to perceive cocoa production as a business. However, there is limited or conflicting evidence as to the effect of FBS on productivity and food security, especially in Ghana. This study assessed FBS participation and the participation's impact on productivity and food security of cocoa farmers.

The study used primary data collected from 542 cocoa farmers in Central and Western North regions of Ghana and employed descriptive statistics, perception index and Endogenous Switching Regression (ESR) as analytical tools.

The results, which reported an overall perception index of 0.7, indicated that the farmers had a strong positive perception on the FBS program. The results also showed that sex of a farmer, number of years of formal education, farm size, extension contact, perception, distance to extension outlet and membership of farmer-based organizations (FBOs) significantly influenced the decision to participate in FBS program. Also off-farm income, years of education and household size significantly influenced farm productivity and household food security. The results further showed that participation in FBS improved productivity and food security of cocoa farmers.

The study used data from two regions of Ghana, namely the Central region and the Western North region. Findings from studies using data covering all cocoa growing areas of Ghana could be more informative in formulating policies aimed at encouraging participation in FBS and consequently help improve cocoa productivity and food security.

This article offers insights into the welfare effects of FBS on cocoa farmers as previous similar studies are without this information.