Most people profess to care for the environment, but there is considerable diversity on what people generally care for and the reasons for their concern. This study aims to…
Abstract
Purpose
Most people profess to care for the environment, but there is considerable diversity on what people generally care for and the reasons for their concern. This study aims to understand college students' worldviews, attitudes, and perceptions and determine the factors affecting their environmental concern. The study aims to focus on college students, as they will be tomorrow's leaders and stakeholders.
Design/methodology/approach
Copies of a self‐administered questionnaire were distributed to selected public and private universities in the Philippines. The binomial logistic regression analysis determined the factors predicting the probability of the students' environmental concern.
Findings
Gender and environmental attitudes affect students' environmental concern (p<0.05). Most of the students' expressed strong environmentally supportive views and beliefs.
Originality/value
The derived model confirmed that gender and environmental attitudes are significant factors to students' environmental concern.
Details
Keywords
Helen Abdali Soosan Fagan, Brooke Wells, Samantha Guenther and Gina S. Matkin
The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive…
Abstract
The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.