Title

Environmental awareness and understanding : a comparison of students in two contrasting schools in Hong Kong Yiu, Kit-man; YPe

Author(s)

Citation

Issue Date

2004

URL

http://hdl.handle.net/10722/31586

Rights

unrestricted

CHAPTER 1

INTRODUCTION

1.1. Background and Scope Environmental education (EE) is a tool to enhance awareness and understanding of environmental problems and to promote citizen action. Environmental awareness represents an understanding of the values of nature and the value of human activity associated with nature. As such, it is a socially constructed phenomenon and is culturally defined. It reflects global ideas but also the specific social, economic, political and physical world in which the citizens live and varies as their situation vary.

In 1975, the Belgrade Charter proposed a global framework for environmental education, in which the goal of environmental education was to develop a world population that is aware of, and concerned for, the environment and its associated problems (UNESCO-UNEP, 1976). The Tbilisi Report built upon the Belgrade Charter with a goal to foster clear awareness of, and concern about economic, social, political and ecological interdependence in urban and rural areas. In 1992, The United Nations Conference on Environment and Development prepared a framework for international action known as Agenda 21. Chapter 36, Promoting Education, Awareness and Training, called on nations to integrate environmental education at all levels. It was against the background that Hong Kong issued and implemented its environmental education curricula across the school system. In 1999, the Curriculum Development Council published a revised Guidelines for Environmental Education and viewed schools as having an essential role to play in cultivating students with environmental knowledge, environmental awareness and positive attitudes, as well as

environmentally responsible behaviour (Lee, 1997). Promoting environmental

1

awareness and understanding was seen as the first step to achieving environmental literacy and has been accepted as a key objective of environmental education.

However, environmental consciousness and awareness, as suggested by Eckersley (1989) and Castles (1992), vary with socio-economic status (SES) of individual. Hamilton (1990) and Hallen (1994) argue that lower socio-economic status people may be more sensitive to environmental problems and more concerned than those in more socially advantaged circumstances. Such people have the most dangerous and dirty jobs and most often live in blighted urban areas near busy roads, toxic waste sites, polluting factories, power lines and contaminated water. On the other hand, Evans (1994) has argued that low SES people have greater threat of unemployment in comparison with middle class counterparts and that such stress can have adverse consequences. Environmental responsibility becomes ignored in the search for

security (Disinger, 1985). Economic insecurity reduces the capacity to plan and achieve control over their environment. Mohai (1985) thus pointed out that individuals from advantaged socioeconomic groups seem more likely to act in self interest having greater access to resources in their social networks and further they are likely to be more confident in doing so. Eckersley (1989), Castles (1992) and Mohai (1985) used the framework of social capital to analyse the citizens environmental contexts.

Coleman (1988) views social capital as the set of resources that are inherent in family relations and in community social organization and that are useful for the cognitive or social development of a child or young person. Colemans (1998) theoretical model includes three forms of social capital, namely social networks, trusting relationships, and norms such as reciprocity. Figure 1.1 shows the contexts of social capital
2

developed by Coleman (1998). Social networks are channels for sharing valuable information about potential opportunities and risk as well as information about adherence to norms or expectations (Coleman, 1998). The content and quality of these social relations in social capital terms refers to norms of trust and reciprocity which operate within these structures. Measuring norms involves the study of socio-economic status and cultures within particular networks (Stone, 2001).

Figure 1.1: Elements of Social Capital 1

The individual constructs his or her social capital though social networks of family, work or school, friends, neighourhood. This research emphasizes how social capital inherent in the parent-child relations in families and in the teacher-student relations in schools helps young people to develop their environmental awareness. It uses the framework of social capital developed by Bourdieu (1986), Coleman (1988), Marjoribanks and Kwok (1998), Amato (1998), Katz (1999) and Stone (2001). These authors focus upon quantity and quality of parent-child relations and teacher-student relations, and empirical indicators of such relations for developing social capital of
1

Extracted from: http://www.map1.com 3

youth. Katz (1999) has highlighted how the teacherstudent relationships as an element of social capital influences student learning and achievement positively when teachers were capable of combining high expectations and care. Both social capital in the family and the school are crucial to the development of environmental awareness.

1.2. Aim and its Significance The ultimate aim of this research is to compare the level of environmental awareness and understanding of young people with different social capital embedded in family and school contexts. It uses young people from two contrasting types of Hong Kong schools, namely an aided school and an international school.

Awareness of the environment and environmental problems are prerequisites to appropriate environmental action (Hungerfold and Volk, 1990). The overall level of environmental awareness, knowledge, and actions of Hong Kong young people has well documented by Stimpson (2000). His study targeted students aged between 14 and 17 from typical schools in Hong Kong and did not differentiate between students This study examines young people with different cultural and socio-economic background. It considers two distinctive cultural groups, namely Chinese immigrant students and international school students in Hong Kong. The research outcome is of potential significance to environmental educationists in different school systems and government officers in Hong Kong when formulating policies of environmental education in formal and informal settings for students with different backgrounds.

The formation of environmental awareness depends not only the respondents social and economic situation, but also on the specific school cultures. The contexts of school climate including orientation in environmental studies, classroom practices,
4

pedagogical approach, the style of training of the teachers, the resources available, the textbook and classroom activities play a vital role in the formation of young peoples environmental concepts (Barraza & Walford, 2002). There is a strong need to compare young peoples awareness towards nature and environment in different learning environment. Zheng and Yoshino (2003) has claimed that clarifying and understanding the different awareness across diverse social and educational backgrounds was one of the important steps toward solving the current environmental problems and provides a rationale for this study.

1.3

Conceptual Framework

Social capital consists of networks of social relations which are characterized by norms of trust and reciprocity. Winter (2000a) argued these combined elements help to sustain civil society and enable people to act for mutual benefit. Social capital involves the quality of social relationships between individuals that affect their capacity to address and resolve problems they face in common (Stewart-Weeks & Richardson 1998, p.2.). The research uses the concept of social capital to examine the effect of the parent-children in families and teacher-student relations in schools on young peoples environmental contexts. It is argued that young people with high social capital are enabled to access resources about environmental knowledge and are embedded in the networks of different connections.

The concept of using social capital to explain environmental awareness is illustrated in Figure 1.2. Social capital is characterized by the two core dimensions of social capital which are social networks and norms of trust and reciprocity. Conceptualising social relations as networks enables the identification of the structure of social relations as well as their content (Nadel, 1957). The quality of these social relations in
5

Figure 1.2. Conceptual Framework of Social Capital Affecting Environmental Awareness And Understanding In The Research

Norm / Value/ Socio-Economic Background Network

Social Capital in Family and School

Trust

Reciprocity

Environmental Beliefs

Ability to identify environmental problems

Environmental Awareness And Understanding

Concern for the state of the environment

Readiness to take environmentally concerned actions

social capital terms refers to norms of trust and reciprocity that operate within these structures. Measuring norms involves the study of socio-economic status and cultures within particular networks (Stone, 2001). Coleman (1988) describes the norms governing social relations within networks and shows that norms of trust and reciprocity are themselves closely related conceptually and thus empirically. Trust, according to Fukuyama (1995 p.26) is the expectation that arises within a community of regular, honest and cooperative behaviour, based on commonly shared norms, on the part of other members of that community. Reciprocity is the process of exchange within a social relationship whereby goods and services given by one party are repaid to that party by the party who received the original goods and services (Stone, 2001). A sense of obligation to reciprocate or a motivation to act environmentally for a common goal may for example be used as indicators of a norm of reciprocity. In the framework adapted, parents and teachers play central roles as facilitators of the socialization processes for youths development of environmental awareness and concepts.

1.4

Research Questions

This research examines the relationship between social capital and the level of environmental awareness and understanding in the particular context of two contrasting schools. One has social capital context based with an aided secondary school whilst another one is based with an international school. Five major questions guide the study:

(1) What is the level of environmental awareness? a. What is level of environmental awareness of the Chinese immigrant young people in aided secondary school?
7

b. What is the level of environmental awareness of the young people in the international school? (2) What is the level of social capital inherent in parent-children relations in the families? a. What is level of social capital inherent in parent-children relations among the Chinese immigrant young people in the aided secondary school? b. What is the level of social capital inherent in parent-children relations among the young people in the international school? (3) What is the level of social capital inherent in teacher-student relations in schools? a. What is the level of social capital inherent in teacher-student relations among the Chinese immigrant young people in the aided secondary school? b. What is the level of social capital inherent in teacher-student relations among the young people in the international school? (4) What are similarities and differences of the level of environmental awareness, social capital inherent in parent-children relations in families, and social capital inherent in teacher-student relations in schools of the two groups of young people? a. To compare the level of environmental awareness of the Chinese immigrant young people in the aided secondary school and the students in the international school? b. To compare the level of social capital inherent in parent-children relations of the c. Chinese immigrant young people in the aided secondary school and the young people in the international school? c. To compare the level of social capital inherent in teacher-student relations of the Chinese immigrant young people in the aided secondary school and the young people in the international school? (5) What is the influence of the social capital upon young peoples level of environmental awareness and understanding?
8

a. How does social capital, inherent in parent-children relations in family, affect young peoples level of environmental awareness? b. How does social capital, inherent in teacher-students relations in school, affect young peoples level of environmental awareness?

1.5 Research Approach and Conclusion In this research, an interpretative, comparative approaches were adopted. Quantitative and qualitative methods were combined through questionnaires and interviews respectively. The findings are based on questionnaires and interviews collected from the young people in the two contrasting schools. The rationale of using such approaches is further explained in Chapter Three. On the whole, this chapter has introduced the general framework of the research including background, aim, conceptual framework, research questions, and research approaches. In Chapter two, it reviews researches on environmental awareness and social capital. It provides meanings of major concepts and examine relationship between environmental awareness and social capital.

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction This chapter reviews research on environmental awareness and social capital. It provides the meanings of the major concepts and to point to trends and gaps in the literature. In structuring literature review, studies looking at the concept of environmental awareness and its relation to environmental concern, understanding and behaviour will be discussed. Next, examples of research on social capital are presented focusing upon theoretical development, measurement of social capital, and its usefulness in the analysis of ones environmental awareness. Lastly, attention is turned to the emergent research on the influence of social capital embedded in family and school on ones level of environmental awareness.

2.2 Environmental Awareness and Understanding The aim of discuss understanding of (i) the meaning of term environmental awareness, (ii) the relationship between awareness, concern, attitude and pro-environmental behaviour, and (iii)the usefulness of using awareness as a tool in research.

2.2.1 Meaning of Environmental Awareness and Understanding Linke (1980) and Yau (1992) view environmental awareness as the ability of a man to realise an existing connection between human activity and the state of the environment, and to favour a safe and healthy environment and the conservation of nature. Potabenko (2000) has summarized the main characteristics of environmental awareness as: - a concern for the state of the environment;
10

- an ability to identify the source of environmental threat; - a recognition of a safe and healthy environment as socially valuable; - an understanding of the necessity to take personal part in prevention, protest, creation, and other collective actions; - a readiness to take a personal part in environmentally concerned actions. Environmental awareness represents the coherent interaction of "perception understanding - action". Each link assumes a cultural, social, and public expression. An environmentally aware person perceives information about the state of the environment and reasons for the situation. They conceptualise this information, and react accordingly.

2.2.2 Understanding, Awareness, Concern, Attitude and Pro-environmental Behaviour The relationship between understanding, awareness, concern, attitude and pro-environmental behaviour is well documented in literature. A early model of pro-environmental behaviour proposed by Hungerford and Volk (Figure 2.1) was based on a linear progression of environmental knowledge leading to environmental awareness and concern. This in turn lead to pro-environmental behaviour. While often seen as simplistic today, many schools in Hong Kong and elsewhere still base their teaching activities and strategies on this assumption that more knowledge leadsto light green behaviour.

KNOWLEDGE

AWARENESS OR ATTITUDES

ACTION

Figure 2.1. Traditional Behavioral Change System The validity of the linear model for changing behaviour, however, is criticized. Borden and Stetting (1970), for example, suggest that environmental knowledge has a
11

relatively small effect on willingness to adopt responsible action arguing that there is no inevitable direct causal relationship between knowledge and intention to act. An increase in knowledge and awareness does not always lead to pro-environmental behaviour (Hwang, Kim & Jeng, 2002).

Environmental understanding and pro-environmental behaviour can be examined from different perspectives reflecting the various factors at work. According to the literature on responsible environmental behaviour (Hines et al., 1986), factors influencing environmental behaviour related variables can be grouped into cognitive, affective and situational factors. Cognitive factors are related to knowledge of environment including issue, action skill and strategies. Affective variables include the feelings defined by attitude, locus of control, responsibility, and norms. Situational factors include economic constraints, social pressures and opportunities to choose actions. Knowledge about issue, as a cognitive variable, is thus merely one of that factors helps to explain pro-environmental behaviour. The question is the degree to which cognitive factors related to behaviour change.

Kollmuss and Agyeman (2002) have reviewed research on the relationship between environmental understanding and environmental behaviour and conclude that there is no apparent correlation between knowledge and pro-environmental behaviour. Citing the work of Fietkau and Kessel (1981) and Blake (1999), they sought to explain the barriers and variables that influence pro-environmental behaviour. Fietkau and Kessel (1981) highlighted five variables affecting pro-environmental behaviour, namely Attitude and value, Possibilities to act ecologically, Behavioral incentives Perceived feedback about ecological behavior, Knowledge. Blake (1999) saw the

attitude-behavior gap as a Value-Action Gap. He identified individuality,

12

responsibility, and practicality as potential barriers to developing pro-environmental behaviour. He showed that peoples sense of environmental protection tended to be overruled by laziness, lack of interest, lack of trust, lack of time and money.

Yau and Stimpson (1997) noted that many students in Hong Kong were not motivated to think how to act environmentally and that learning approach in schools was restricted to an entry or surface level. Learning was limited to acquisition of knowledge (Yau & Stimpson, 1997). This is attributable to traditional teaching methods in Hong Kong and a quantitative rather than qualitative approach given the traditional summative examination system. Yau and Stimpson (1997) argued that if young people who have environmentally appropriate attitudes do not feel personally empowered but only respond to external loci of control, it is unlikely that they would act in a green manner. They argued that, while people with negative attitudes and an external locus of control in Hong Kong said they would act environmentally, this was often due to the neo-Confucian social ethic of conformity, obedience and suppression of personal beliefs in the Chinese Hong Kong context (Yau & Stimpson, 1997).

The literature supports the view that more education does not necessarily lead to increased pro-environmental behaviour. Jensen (2002) argued that the case was not as simple as might first seem. Traditional knowledge taught in schools about the environment is not in essence action-oriented and the form of that knowledge limits the closure of the gap. Environmental education at school has traditionally focused on transmitting knowledge to students. They find it difficult to internalize knowledge without active participation in conserving the environment. While there is a gap between knowledge and action, it does not follow that knowledge teaching in formal curriculum is of no value to school-age students. Bryant & Hungerford (1977).
13

deduced that students exposed to environmental courses demonstrated an increase in pro-environmental behaviour and an increased awareness of environmental issues. They noted how young people's attitudes toward the environment begin to develop at a very early age (Bryant & Hungerford, 1977). By the time they reach adolescence, many have acquired some level of environmental understanding of issues and can formulate their own views on how each influence environmental concerns and policy.

Positive attitude without knowledge is also ineffective in closing the gap. Ballantyne and Packer (1996), citing Gigliotti (1990), argued that supposed basic ecological knowledge of environmental education for students is often lacking, and students values and behavior are based on ecological myths rather than on comprehensive knowledge. An approach that addresses attitudes/values in isolation is no more effective than one that addresses knowledge alone and also incurs the additional dangers of reinforcing misinformed responses (Ballantyne & Packer, 1996).

2.2.3 Assessing Level of Environmental Awareness and Understanding Environmental awareness is a necessary prerequisite component for

pro-environmental behaviour. Assessing the level of environmental awareness is a useful tool in predicting the environmental behaviour of young people, particularly where time and resources for research are limited. While Roger (2000) argued that there was no better measure of environmental responsibility than direct observation who act to minimise environmental impact, reduce consumption and reuse and recycle materials, he suggested there were also other easier indicators. These include: self reports of comparable behaviour out of school; expressed willingness to adopt measures such as energy saving or to allocate resources for conservation;
14

the priority given to the environment in any list of adolescent concerns or values; their expressed willingness to forego consumption and accept government regulation for environmental preservation; the strength of their adherence to ecocentric rather than anthropocentric beliefs and attitudes. These aspects often foci when designing methods to investigate levels of environmental awareness and the factors which affect it.

2.3 Social Capital This section reviews research on social capital and considers contexts, theoretical development, measurement of social capital, and its usefulness in analyzing environmental awareness and understanding.

2.3.1 Theory and Framework of Social Capital Over the past decade, there has emerged much literature documenting both the productivity of social capital, as well as its unequal distribution in society. Kahne and OBrien (2001), citing James Coleman (1998) suggest that social capital is a potentially valuable frame to indicate an overall improvement in students performance. They agreed that social capital is a particular type of resource available to individuals and group. Unlike physical capital and human capital 2 , social capital is embedded in the structure of relations between actors in a given setting.

Many approaches to defining social capital have been suggested. Coleman (1990) states that social capital is the set of resources that are inherent in family relations and

Human Capital includes knowledge, skills, competence, attributes embodied, individualism, well-doing 15

in community social organization and that are useful for the cognitive or social development of a child or young person. Colemans (1998) theoretical model includes three forms of social capital: trusting relationships, social networks, and norms with effective sanction. Social networks are channels for sharing valuable information about potential opportunities and risk as well as information about adherence to norms or expectations (Coleman,1998).

Bourdieu has used the concept of social capital in the context of the field of education (Bourdieu 1986). He views social capital is regarded as the aggregate of the actual or potential resource which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition-or in other words, to memberships in a group-which provides each of its members with the backing of the collectivity-owned capital (Bourdieu, 1986). The resources such as trust, information, collaborative learning are embedded in the networks of family, friends, neighbors, and other social connections through school and community.

2.3.2 Measures of Parental Social Capital The most common measures of social capital examine participation, such as membership of voluntary organizations, churches, or political parties (Schuller, 2001). Putnam (2002) stressed the importance of social capital and argued that active membership in community groups was decreasing, and those that are joining in are not joining the kinds of organizations that matter in the creation and maintenance of social capital. He also indicated that joining groups has positive social outcomes. Higher participation in school and community activities would increase the social capital of the citizens.

16

Cote and Healy (2001) suggest that measures of social capital should be as comprehensive as possible in their coverage of key dimensions (networks, values and norms). Various measures have been used by Coleman (1998), Hall(1999) and Putnam(2000) to measure social capital. Colemans development of social capital indicators for childrens educational attainment included personal, family and community dimensions. Measures of personal and family resources may include: socio-economic status, ethnicity, maternal work experience prior to children started school, maternal expectation of childrens level of education attainment, the level of communication between children and parents about personal matters. All are regarded as the important elements to measure the impact of parental social capital to the children.

The measurement of social capital involves three types of measurement- population data, attitudinal data and participation data. It is suggested that attitudinal data is required as the concept relies on the fact that people share common goals and norms. Measurement need to determine whether this is the case and nature of the norms are. This means asking people about their sense of identity, sense of belonging, belief system and ideologies.

2.3.3 Usefulness of Social Capital The theory of social capital is taken in the study as the framework to interpret the different levels of environmental awareness among the young people. In this, the factors of social class, family background, and school policy are focused upon. Social capital is the set of resources that are inherent in family relations and in community social organization and are useful for the cognitive and, social development of a child or young person. Social capital inherent in the family relations and schools helps
17

young people to develop their environmental awareness and understanding. Closer association between students and parents enables the students to access the resources embedded in the networks. For example, family social capital consists of the strong bond between parents and children and the preparedness of the former to sacrifice for the future status of the latter (Marger, 2001).

2.4

Environmental Awareness and Social Capital

This part examines how social capital, embedded in families and schools, affects the level of environmental awareness and concern among the young people in some countries with reference to recent literature.

2.4.1 Influence of Family Social Capital on Environmental Awareness Family is an intimate place for youth to establish their beliefs and values about issues and where they can experience sustainable practice. Eckersley (1989) linked educational level with socio-economic status or social class as a category. Parental education is recognized as a predictor of children's class position, as chilrens educational access and success are enhanced by the cultural information and attitudes associated with upper socio-economic strata. The family may be the first and important place for children to learn and to adopt beliefs and value as children acquire knowledge and awareness from their parents. Parents beliefs and behaviour may also have a strong influence on their role in educating children.

Mohai (1985) indicates that individuals from advantaged socioeconomic groups are often be more likely to act on their environmental concerns because it was argued that they have greater interaction and access to resources in their social networks and because they are likely to be more confident in their action. Holbrook (1990) in a
18

science education found that junior secondary students from low income homes whose fathers had low education background were disadvantaged. Actually, Mohai (1985) and Holbrook (1990) use the framework of social capital to analyse the citizens environmental contexts.

Education level is a key element of social capital. There have been a number of studies showing a correlation between environmental concern and extended education among adults, particularly with education in the humanities, creative arts, social sciences and biological sciences (Eckersley, 1989 & Castles, 1992).Educated parents, who are environmentally concerned, seem to able to provide environmental knowledge through conversation, books, magazines and opportunities for travel with their children to a greater extent than less educated parents. Awareness and experience arguably helps to generate concern about the environment (Borden & Schettino, 1979).

Palmer (1999) re-addressed the importance of parents on the development of their children. He felt that children were largely defined by the significant adults in their life. However, in adolescence young people make a series of self-defining choices as they start to function as autonomous adults. Nonetheless, the social class of children is linked to that of their parents. They often live where their parents choose to live and go to schools arranged by the parents. At home, in their leisure time and holidays, their activities may be promoted and constrained by the parents. Morrison, et al., (1972) argued that people with high socio-economic status were more likely than those of low socio-economic groups to have experienced pleasant residential and work environments, and hence may be more concerned about the deterioration of the physical environment.
19

Members of lower socio-economic group were less aware of the environment in which that they lived and worked because they focused on daily problems of survival. In Hong Kong, Hong Kong Federation of Youth Groups & Hong Kong Committee on the Promotion of Civic Education (1991), show that Hong Kong secondary two students were environmentally consciousness and positive attitudinally to the environment, but was inclined to act little. It highlighted a significant relationship in the daily pro-environmental habits between students and their families. More daily pro-environmental habits occurred in the family, the more positive was the pro-environmental attitude of the student. Social capital embedded in family seemed to influence the environmental awareness of youth and the Hong Kong study provides evidence an important element in the attainment of environmental education objectives.

2.4.2 Social Capital Embedded in School on Environmental Awareness Schools, it is argued, play an important role in the formation of positive attitudes towards the
environment in young children. Teachers are claimed to have a crucial role to play in the environmental education. (World Commission On the Environmental Development, 1987) 3 . Much literature has pointed to the importance of teachers and their teaching practices within environmental education in schools. Robottom, I. (1987), for example, concluded that behind every successful environmental education program is a committed teacher.

Environmental topics have been infused into many teaching subjects and discussed at every level of formal education. Boyes & Stanisstreet (1995) pointed out that certain environmental issues, such as ozone depletion and the greenhouse effect, are not only complex but also abstract an students may have only partial understanding of these concepts.
3

The information is available at: www.un.org/documents/ga/res/42/ares42-187.htm 20

As a result, conception that are not in conformity with the scientific explanations may develop Moreover, Soyibo (1995) revealed that textbooks used in schools have inadequate or sometimes incorrect information. In this situation, teachers can play an important role in teaching these concepts. Teachers play a key role in helping students eliminate misconceptions by providing knowledge and concepts.

Differences in educational environments can be crucial. Barraza (1996) showed how differences in practices within the Mexican and English educational systems explain why children and teachers from the two countries responded differently to environmental issues. In Mexico, providing information to students in one-way and top-down style was not effective for environmental education. In contrast in England, some teachers acting as, consultants for interactive learning, encouraged students to engage in practical activities when educating about the environment. The children consult textbooks (or the Internet) to provide evidence for ideas rather than just following a class text. Beliefs about education in the system were crucial. The lack of the skills and knowledge among the teachers is the great obstacle to the implementation of environmental education (Spork, 1990). In Hong Kong, however, there is lack of empirical investigations of school teachers knowledge, belief, and practices of environmental education.

Hargreaves (2001) recognized the importance of social capital in achieving an effective school. He argued that an effective school is likely to be one in which all the teachers have individually developed the knowledge and skill of effective teaching. However, effectiveness and the capacity to improve would be greater where there was sufficient social capital for the teachers to share and create professional knowledge as new demands are made. Low social capital among teachers and students is associated
21

with lack of trust and networking, and a failure to share knowledge and skills for the benefit of childrens learning.

2.5 Conclusion The review has highlighted foci in Potabenko (2000)s definition of environmental awareness and understanding and with a concern for the causes and effects of environmental threats, and a readiness to take a personal actions for the environment. It is recognized that environmental educationalists generally now believe that increase in awareness does not always lead to pro-environmental behaviour and may be derailed by social and economic contextual factors. This value-action gap is a major focus of discussion. The socio-economic factor act as influence on environmental awareness or action can be conceptualized in term of social capital of network and norms in society. The social capital embedded in families and schools impact the levels. It is suggested young people from disadvantaged circumstances are likely to become less environmentally aware than those of advantageous. The social capital concept is relatively new to the environmental literature and there is room for
environmental educationalists to examine its role of social capital in the practice of

environmental teaching and learning.

22

CHAPTER 3 3.1 Introduction

RESEARCH DESIGN AND METHODOLOGY

As set out in Chapter one, this study seeks to compare the level of environmental awareness and understanding of the young people with different social capital embedded in family and school contexts in two contrasting types of Hong Kong schools. This chapter describes the methodology and research design used in investigating the similarities and differences. The chapter is in four parts. The first explores the nature of interpretative and comparative approaches used in this EE study and discuss challenge associated with these approaches. This is followed by description of research design, in which the steps of data collection and analysis are examined respectively. The last part discusses the specific research methods that were used including rationale of using multi-methods, questionnaire design, focus interview, selection of schools and students and method of analysis.

3.2 Methodology Methodology involves the methods and rules that facilitate the collection and analysis of data (Lofland & Lofland, 1984). It offers a basis for choosing an approach, which consists of theories, ideas, concepts and definitions of the topic. An Interpretive, comparative approaches was adopted

3.2.1 Interpretive Approach As mentioned in Chapter I, environmental awareness among the citizens is a socially constructed phenomenon varying with the social, economic, political and physical systems. An interpretative approach is appropriate with such a phenomenon. It assumes knowledge of reality is achieved through social constructions such as
23

language, consciousness, shared meanings, documents and tools (Klein & Meyers, 1999). Peoples concern about the environment is constantly changing, dynamic and complex. Predefinition of dependent and independent variables in controlled situation in the way of statistical correlation is untenable. More productive is a focus on the complexity of human sense making as the situation emerges. The interpretive approach used is an effort to understand the context of the young peoples environmental awareness ,and the process in which how social capital influences and is influenced by the environmental context. The strength of interpretative research lies in presenting reality as an in-depth and self-validating process (Klein & Meyers 1999). The interpretive approach used was thus an understanding of the youth people environmental awareness in different schools and with different family backgrounds were investigated and refined.

Interpretivism is hermenutic in nature. Hermenutics is the study of how to make interpretive inquiry. The raw data of such study consists of description made through the naturally symbolic use of language. The analysis and discussion of the social and educational phenomenon not only relied on the data collected by questionnaire, but also on soft data collected from interview and observation. The use of such an approach helps to explore the depth, richness and complexity inherent in such a relationship as between environmental awareness and social capital. The approach is not without challenges, particularly as the epistemology of interpretivism is relatively subjective (Burrel & Morgan, 1979).

Findings are the result of the interaction between the researcher and the subjects and the pitfall is that its interpretative nature relies on the researcher's ability to identify biases and assumptions. Even though identified, the researcher's biases is still likely to
24

cloud the interpretation of the subject (Klein & Meyers 1999). Careful questioning of data is required as it is an approach which is skeptical and open to counter argument.

3.2.2 Comparative Approach The comparative approach of Bereday (1964) was employed for analysis and study of similarities and differences of environmental awareness and social capital between the young people in two contrasting schools. Comparative education research seeks to explain the phenomena studied by examining their patterns of relationships with the various facets and factors. In the research comparative education involved comparisons across socio-cultural and environmental contexts. Two steps of Beredays model for undertaking comparative studies, namely juxtaposition and comparison were used as the framework of analysis. Juxtaposition is a preliminary step to order material for subsequent comparative analysis. He refers to it as a way to identify systematic variations which permit the construction of typologies which, if regular, are in themselves laws (Bereday, 1964, p.6). In this context, description and interpretation of the schools and students background related to the contexts of environmental education under study in each situation were presented separately. Criteria for comparability were set up in a second step of comparison in which similarities and differences of the two groups with different environmental awareness and social capitals embedded in schools and families were examined and interpreted.

3.3 Research Design The research processed in four stages (See Figure 3.1). Stage one was a time of Conceptual Development involving the analysis of the literature on (i) environmental awareness, (ii) the concept and use of social capital, (ii) the impact of social capital in family and school affecting peoples environmental concern and
25

behaviour. The five research questions (see Chapter 1) were defined. There are: (1) What is the level of environmental awareness among the youths in the two schools? (2) What is the level of social capital inherent in parent-child relations? (3) What is the level of social capital inherent in teacher-student relations? (4) What relationship exist between environmental awareness and social capital? (5) What is the influence of social capital embedded in families and schools upon young peoples level of environmental awareness?

Stage two Data Collection used a mix of quantitative and qualitative methods. The study comprised a questionnaire survey and focus interviews with the young people in an aided school and in an international school. The questionnaire provided hard data to construct a comparison of the young people in the two contrasting schools in level of environmental awareness and social capital. The follow-up focus group interview allowed to exploration in depth of the findings from the questionnaire. Structured open-end questions were designed to further investigate the contexts of environmental awareness among the youths in the two schools and the effects of social capital embedded in family and school on the young peoples environmental awareness. It focused on their belief and feelings of environmental concerns and significant life experiences with parents and teachers as related to environmental education.

In the stage of Data Analysis (Stage 3), summary statistics were produced from questionnaire data to provide an insight of environmental awareness and social capital and to contrast the two groups of young people. The interview data was analysed by means of content analysis. The last stage of Interpretation and Discussion are sought to draw out links between social capital embedded in school and family and young people environmental awareness will be generated.
26

Figure 3.1: Stages of Research Development: Conceptual Development, Data Collection, Data Analysis, Interpretation and Discussion

Administration Aided School of Questionnaire Literature Review on environmental awareness and social capital Define aims of the study Design Research a. Questionnaire Questions RQ1 RQ2. RQ3. RQ4. RQ5. Design b. Pilot Testing c.Schedule design International Administration School of questionnaire Surveys (80sets) Focus Interview (Six Students) d. Surveys (92 sets) Focus Interview (Six Students) Descriptive summaries of Questionnaire Survey Open Coding Categorization b. c. a. Discuss and Interpret the major findings Limitation of the research Suggest the ways to improve EE Conclude the results

Stage 1 Conceptual Development

Stage 2 Data Collection

Stage 3 Data Analysis

Stage 4 Interpretation and Discussion

27

3.4

Methods

This section describes and explains five major elements of methods used. (1) Rationales and challenges of using mix of quantitative and qualitative approaches. (2) nature and structure concerning the design of the questionnaire (3) nature and design of interview (4) selection of schools and students (5) data analysis of questionnaire data and interview data

3.4.1 Multi-method approach Quantitative and qualitative methods were combined through questionnaires and interviews and observations respectively. The research intends to examine over 100 Chinese immigrant students in the aided school and a similar number of students from an international school for comparison The estimated number of participants was about 200. Questionnaire seemed the most appropriate method for allowing the collection of information from a large numbers of respondents without consuming a deal of time (Koul, 1997). The method also provided numerical data to compare and contrast the level of environmental awareness and social capital between the young people in an objective way. The strengths of a quantitative strategy lay in the precision which was obtained through quantitative and reliable measurement (Adams & Schvaneveldt, 1991). The techniques involved a series of established procedures that did not allow the researcher to distort the facts and maintain objectivity (Yaremko, 1982).

Questionnaire are limiting with no opportunity for the researcher to pose additional questions to clarify the answers. Interview was used to seek descriptive meanings to
28

reflect the true essence of human nature and values and to enable the holistic analysis of the research phenomena. Close researcher involvement with the interviewees permitted depth and richness. This allows the researcher to find issues, subtleties and complexities by a scientific, positivistic enquiries. It was used to reveal deeper levels of meaning instead of the broad coverage from statistical analysis. Validity or reliability are major challenges, however using a qualitative approach. Because of the subjective nature of qualitative data and its origin in single contexts, it is difficult to apply conventional standards of reliability and validity. The contexts and situations may not be replicated to any extent.

3.4.2 Questionnaire A structured questionnaire consisting of four sections was constructed to find information on Table 3.2. or Appendix A. A first section is demographics including the information of subjects gender, age, year level, length of residence in Hong Kong, and place birth.

A second part in a self-report inventory assessed the subjects level of environmental awareness in term of: environmental belief, environmental concern for the state of Hong Kong and the world, ability to identify the source of environmental problems and understand environmental concepts, and readiness to take environmentally concerned actions.

The third also in a self-report format assessed subjects level of social capital in respect of parent-children and teacher-student relations and their link with
29

environmental awareness in the context of social networks, norm of reciprocity, and feelings of trust 4 .

Part four included personal information about the educational background and income level of the subjects parents as measures of the socio-economic status of the young peoples parents.

Content validity of questions concerning environmental awareness was addressed by using the respected Questionnaire of Fien &Yenchens (2002) Young People and The Environment: An International Study Of Environmental Knowledge And Attitudes. Indicators of social capital inherent in family and school were based on those by Bourdieu (1986), Colemans (1988), Marjoribanks and Kwoks (1998), Amato (1998), Katz (1999) and Stone (2001). To make the readability of questionnaire by the Chinese students, the questions were translated into a Chinese and proofread by two experienced secondary school teachers of English and Chinese. Pilot testing with five students was conducted to check for ambiguity, and vagueness in the translated questionnaire.

1. Participation in networks: It refers to the notion of more or less dense interlocking networks of

relationships between individuals and groups. People engage with others through a variety of lateral associations. 2. Reciprocity: The individual provides a service to others, or acts for the benefit of others at a personal cost. They do this in the general expectation that this kindness will be returned at some undefined time in the future. 3. Trust entails a willingness to take risks in a social context. We act this way based on confidence that others will respond as expected and will act in mutually supportive ways, or at least that others do not intend harm.

30

MEASUREMENT
Section I to F)

Point-Scale or options

Personal Background
Place of birth (5 items)

(Question A Gender, age, year level, length of residence in Hong Kong, and

Section II

Environmental Awareness
Environmental Beliefs (2 items)

Question 1

Students were asked whether Hong Kong people concentrate on protecting the environment even if it means some reduction in economic growth or Hong Kong people should concentrate on protecting the environment even if it means some reduction in economic growth.

Question 2

Students were asked whether science and technology have improved or worsened the quality of our environment.

Concern for the state of the environment for Hong Kong and for the World (3 items)
Question 3 Students were asked to place range of goals for Hong Kong. The goals include fairer society, environmental protection, reducing unemployment, strengthening the economy, protecting freedom of speech, improving education standards and overcoming poverty Question 4 Students were asked to place concern of priorities of different environmental issues for Hong Kong and the world such as household rubbish and garbage, soil erosion and land degradation, water pollution, cutting down of forests, traffic congestion, and air pollution.

12

Ability to identify the source of environmental problems and understand environmental concepts in Hong Kong
Question 5-8 Students were asked to find the correct sources of environmental problems and understand of environmental concepts. The items covers energy, pollution, biodiversity, and agricultural wastes.

Readiness to take environmentally concerned actions

Question 9 Students were asked their readiness to improve the environment

5
31

Question 10 Students were asked whether they have taken actions to improve the environment such as Deciding for environmental reasons to re-use or recycle something instead of throwing it away

Section III

Social Capital embedded in children- parent relationship and teacher- student relationship Social Capital embedded in children-parent relationship in the context of social network, trust and reciprocity

Question 11

To examine the level of Social Network between parents and their children, students were asked how long they talk to their parents.

Question 12 To examine the level of Trust between parents and their children, students were asked how they describe the trust between them and their parents. Question 13 To examine the level of Reciprocity between parents and their children, students were asked how often they help their parents to do housework.

Influence of parents on their children environmental awareness

Question 14 Students were asked how often they discuss environmental issues raised in this survey with their parents Question 15 Students were asked whether their parents have asked them to take actions to improve the environment such as choosing environmental friendly household products and reduce water consumption for the environment.

4 4

Social Capital embedded in teacher- student relationship in the context of social network, trust and reciprocity
Question 16 To examine the level of Social Network between teacher and their students, students were asked how long they talk to their teachers each day on average. Question 17 To examine the level of Trust between teacher and their students, students were asked how they describe the trust between them and their teachers.

32

Question 18 To examine the level of Reciprocity between teacher and their children, students were asked how often they help their teachers to do housework.

Influence of teachers on students on environmental awareness

Question 19 Students were asked how often they discuss environmental issues raised in this survey with their teachers. Question 20 Students were asked which subject teacher they most discuss environmental issues during or after lessons. Question 21 Students were asked whether their teachers have asked them to take actions to improve the environment such as Re-using or recycling and reduce paper consumption for the environment. 3

4 6

Section IV

Parents educational background and occupations so as to assess their socio-economic status

Father and Mothers educational background 6 17 Father and Mothers types of occupations

A
B

Table 3.2: Distribution of The Questions in Questionnaire Survey.

3.4.3 Interviews Qualitative research through interviews is concerned with non-statistical methods of inquiry and analysis of social phenomena. It draws on an inductive process in which themes and categories emerge through analysis of data collected. Although samples are small and are often purposively selected, interview can obtain detailed descriptions from the participants themselves. The aim of using interview in the study was to find out the young peoples feeling to environmental problems they are facing and verbal descriptions of social relationships with their parents and teachers. Verbal interaction and face-to-face observation enabled the researcher to have a much deeper understanding of the social phenomena. In this study, limited time and human resources lead the researcher to pursue structured interview schedule with open-ended
33

questions. Questions in focus interview were formulated and organized in advance.

Drawing on findings from the questionnaire survey and experts opinion, the interview schedule was in two main parts (see Appendix B). The first part focused on beliefs, feelings and values towards environmental issues and problems among the young people. In the second part, the influence of parents and teachers on young peoples environmental awareness were further investigated. Following the broad findings from the questionnaire survey, follow-up questions were designed to reflect what the participants thought and why in questionnaire. For example, in the survey, it was found that more than half of the young people in the aided school and the international school thought that Hong Kong people should concentrate on protecting the environment even if it means some reduction in economic growth. To ascertain the reasons behind this, the young were asked how far they agreed with the statement again and to explain their response. To understand how the young people became aware of the environment in relation to their living environment, the young people were asked to identify the ways in which they saw the influence of science and technology on the environment with examples from their daily experiences.

The young people were encouraged to freely express their feeling and viewpoints and clarify and extend their viewpoints during interview. The interviewer developed and generated questions in response to what the young people answers to the questions during the interview. The interviewers also wrote field notes as data for the interview. In the interview, the researcher sought to develop a released friendly manner. The young people introduced themselves and the researcher introduced the purpose of the study. The young people initially wrote down some ideas on an information sheet for 20 minutes following which the researcher read out what their response and discussed
34

the questions again with the young people. The interview was audio-recorded with the consent of the young people.

3.4.4 Selection of Schools and Students The research focused on two contrasting schools in Hong Kong. Two contrasting schools with different teaching curriculum, school climate, socio-economic status of the youths parents and cultural background were selected. Based on these considerations, an aided secondary school and an international school. The aided school is located in a New Town in which most of the local citizens live on public housing estate and belong to the low to middle income group. There are a large number of recent immigrant children from Mainland China. The international school catered for students from middle to high income group families distributed throughout central and North-east Hong Kong.

The two schools reflect great social-economic diversity between the two main groups in the research study. The aided school contained about 110 Chinese immigrant students in Secondary 1 to Secondary 3 ranging in age from 13 to 16 years. In this research, Chinese immigrant students are referred to as the students who were born in Mainland China. Their cultural values were influenced by their mother towns in mainland China, thus forming a distinctive cultural group in Hong Kong educational system. The participants from the international school were in Year 7 to Year 9 and were born in various nations. Their ages similarly also range from 13 to 16 years. These students were largely from higher SES families and enjoyed better housing quality and living environment than those in the aided school.

One hundred and ten Chinese immigrant students in the aided school and ninety
35

students from the international school were invited to complete the questionnaire. Ninety Chinese immigrant students and eighty international school students joined the survey. Two students from each Form (S.1 to S.3) in the aided school and in the international school (S.7 to S.9) were selected for interview

3.4.5 Data analysis and Interpretation SPSS was employed to analyse questionnaire data using simple summary statistics such as mean, standard deviation, bar graphs and table to depict and compare data of the young peoples background information, level of environmental awareness, social capital embedded in family and school and young peoples parent information. The framework developed by Miles and Huberman (1994) to describe the major phases of data analysis was adopted and involved data reduction, data display, and conclusion drawing and verification. The specific steps of the analysis of the data collected from interview are illustrated in Table 3.3.

Phases of Data Analysis Specific Steps Making notes in the field Transcription Writing up or transcribing field notes and interview data Editing--correcting and elaborating field notes and interview transcriptions Data Reduction Coding--placing keywords or symbols to segments of data to permit later Axial codingcomparing and grouping codes which dealt with similar areas of investigation Data Display Locating relevant data and making them available for examination Display the hard data first in each section and then provide the coding data with the reader to have deeper understanding of the phenomenon

36

Content analysis -- frequencies, sequence, or locations of words and phrases Conclusion Drawing Display -- placing selected data in a condensed, organized format such as a matrix or network for examination Preparing final reports Table 3.3 Summary of the Specific Steps in The Phases of Data Analysis

A. Data Reduction The interview questions and responses were tape-recorded and transcribed verbatim. The former as Marlow (1993) notes much data was generated and required data reduction. This procedure was carried out by identifying emerging themes, categories, and patterns. In the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written up field notes or transcriptions (following Miles and Huberman, 1994).

Data were broken into discrete units, namely words, themes, or concepts. They were labeled with conceptual categories (Table 3.4). In a process termed axial coding, the initial categories were grouped and refined. Themes were abstracted. Conceptual categories were constantly compared in a process where some were retained and some were dropped.

Conceptual Category Perception with the Environment Types of Pollution Concerned

Codes

Conceptual Category

Codes
SRWP MEEP

PWTE Social Relationship with parents TOPC The Most Environmentally Significant Event with Parents

Threat of Environmental Problems

TOEP Frequency of Teachers Talking about Environment

FTTE

Belief on Science and Technology

BOST Environmental Topics Discussed with Teachers

EPDT

37

Sources of Environmental Problems SOEP Environmental Topics Discussed with Teachers Feeling towards Environmental Problems Types of Personal Environmental Actions Attitude towards Environmental Actions Resistant to Take Environmental actions RTEA Influence of Social Agent on Environmental Actions FTEP Teachers Environmental Teaching Resources

EPDT

TETR

TPEA Teaching Method of Environmental TMEE Education ATEA Social Relationship with Teachers SRWT

ISAE

Frequency of Parents Talking about FPTE The Most Environmentally Environment Significant Event with Teachers

MSET

Parents Attitudes of Discussing the PADE Environmental Topics Discussed Environment Attitudes of Discussing the Environment with Parents with Teachers in Classroom ADEP Environmental Topics Discussed with Teachers Outside Classroom

EPDT(IC)

EPDT(OC)

Table 3.4: Conceptual Categories and Code

B. Data Display and Conclusion Drawing Data display is the second element or level in Miles and Huberman's (1994) model of qualitative data analysis. It goes beyond data reduction to provide an organized, compressed assembly of information that permits conclusion drawing (Miles and Huberman's, 1994). Data displays were presented in form of extended pieces of text, a diagram or a chart to provide a way of conceptualizing the textually embedded data. At the display stage, additional, higher order categories or themes emerged from the data that went beyond those first discovered during the initial process of data reduction. This activity allowed conclusion drawing and involved stepping back to consider meanings and implications for the questions at hand.

38

CHAPTER 4
4.1 Introduction

FINDINGS

This chapter reports the findings of the questionnaires and interview. Each section in the following chapter consists of both findings from survey and interview.

4.2 Return Rate of The Questionnaire Ninety-two of 110 students from the aided school and 80 of 90 students from the international school completed the questionnaires. Two of the questionnaires from the aided school were excluded for further analysis because their responses were incomplete. The return rate was 86%. Six students were invited to join interview.

4.3 Background of The Respondents and Their Parents The personal characteristics of the respondents in the two schools with reference to year level, age, gender and length of residence in Hong Kong. Table 4.1a to 4.1e reflects the socio-economic status and cultural background of the respondents. 4.3.1 Personal Background According to Table 4.1b, 51% of the respondents were male (N=46) and 49% (N=44) female in the aided school while the international school, 56% were male (N=45) and 44% were female (N=35). All were junior students, but the average age of the respondents (Mean=15 years old) in the aided school was higher than that of students (Mean=13) in the international school (Table 4.1c). There was also a larger range of age in aided school varying form 13 to 18 (Table 4.1c). This is possibly a consequence of the Chinese immigrant children who, having moved to Hong Kong, some restarted their studies from a lower form in the primary or secondary schools in order to adapt to Hong Kong school life. Alternatively, because of poor language skills, many have repeated one to two academic years and were older than local Hong Kong students;
39

therefore they had a higher age than the local students. Most of the Chinese immigrant people were born in Guang Dong province of mainland China where as the birth place of the young people in the international school (Table 4.1d). 46.3 % of the students in the international school were born in Hong Kong. 18.8% and 21.3% were born in Asia and America respectively. Few (7.5%) were born in Europe. Although the young people in these two schools were born in different places, more than 80% had lived in Hong Kong for more than 5 years (Table 4.1e) and had some familiarity with the Hong Kong cultural and physical environment. (A) Year of Study
(The Aided School) Frequency S.1 S.2 S.3 Total 27 31 32 90 Percent (%) 30 34 36 100 (The International School) Frequency 29 25 26 80 Percent (%) 36.3 31.2 32.5 100

Table 4.1a: Year Level in the Aided School and the International School

(B) Gender
(The Aided School) Frequency Male Female Total 46 44 90 Percent (%) 51 49 100 (The International School) Frequency 45 35 80 Percent (%) 56 44 100

Table 4.1b: Gender in the Aided School and the International School

(C) Age
(The Aided School) Mean (age) Std. Deviation Minimum (age) Maximum (age) 15 1.2 13 18 (The International School) 13 0.86 12 14

Table 4.1c: Age in the Aided School and the International School
40

(D) Place of Birth

Frequency Hong Kong Asia Australia Europe America 37 15 5 6 17 80 Table 4.1d: Place of Birth (in the International School) Percent (%) 46.3 18.8 6.3 7.5 21.3 100

(E) Length of Residence in Hong Kong

(The Aided School) Frequency 1-2 years 3-4 years 5-6 years 7-8 years 9 or above years Total 1 12 26 26 25 90 Percent (%) 1.1 13.3 28.9 28.9 27.8 100.0 (The International School) Frequency 7 8 12 15 38 80 Percent (%) 8.8 10.0 15.0 18.8 47.5 100

Table 4.1e: Length of Residence

4.3.2 Family Background The young peoples parents in the international school were of higher educational background and higher class of occupations in Hong Kong than those in the aided school. Table 4.2a shows that more than 60 % of the young peoples fathers and 51.5% of the young peoples mothers had University level of education and most of their parents worked in the fields of profession, education, engineering, and
executive management. On the other hand, 45.6% of the young peoples fathers and

52.2% of the young peoples mothers in the aided school had attained Secondary schools level of education. Most with very few university education worked in the field of manufacturing and construction whilst 18.9 % of their fathers were unemployed. There seemed a large contrast in social-economic status with the
41

young people in the international school enjoying higher social status and living standards. (A) Parents Educational Level
(The Aided School) Father University College Secondary Primary No formal education Not sure Total 4.4 2.2 45.6 26.7 3.3 17.8 100.0 Mother 0 5.6 52.2 21.1 5.6 15.6 100.0 (The International School) Father 48 9 8 0 0 15 80 Mother 51.3 15.0 13.8 0 0 20.0 100.0

Table 4.2a Education Level of The Young Peoples Parents in the Two Schools (%)

(B) Parents Occupations

(The Aided School) Father Profession Customer service Education Sales Engineering Executive management General administrative Homemarker Government Manufacturing Construction worker Marketing Retired Self-employed Unemployed Unsure Total 1.1 0 0 5.6 7.8 0 0 0 2.2 17.8 14.4 0 6.7 4.4 18.9 21.1 100.0 Mother 1.1 1.1 0 11.1 0 0 3.3 45.6 0 10.0 0 0 0 1.1 7.8 18.1 100.0 (The International School) Father 20.0 3.8 10.0 6.3 10.0 11.3 0 0 2.5 5.0 0 2.5 1.3 20.0 0 7.5 100.0 Mother 6.3 6.3 17.5 2.5 1.3 6.3 2.5 37.5 0 2.5 0 1.3 0 0 7.5 8.8 100.0

Table 4.2b Occupation of The Young Peoples Parents in the Two Schools (%)
42

4.4 Environmental Awareness And Understanding The level of environmental awareness of the young people in the two contrasting schools was compared in the contexts of (i)environmental belief,(ii) levels of concern about social, (iii)soical and economical Issues in Hong Kong and the world, (iv)environmental concepts, and (v)readiness to take actions.

4.4.1 Environmental Beliefs (A) Belief in Economic Growth and Environmental Protection The majority in both schools agreed that Hong Kong people should concentrate on protecting the environment even if it meant some reduction in economic growth. It appeared that they were supportive of an environmental paradigm. However, the proportion in the international school (73.8%) was larger than that in the aided school (46.7%)(Figure 4.4a). About one third of the young people in the aided school were faced with a dilemma and could not decide on their position on prosperous economy and healthy environment.

50 40

80 60

30 20 10 0

%4 0
46.7 31.1 22.2
0 20 15

7 3 .8

1 1 .2

Economic growth
Figure 4.4a Belief

Environmental Protection
In Economic

Unsure

E co n o m ic g ro w th U n su re E n v iro n m en ta l P ro tectio n

Growth

And Figure

4.4b

Belief

In

Economic

Growth

And

Environmental Protection

(The Aided School)

Environmental Protection (The International School)

43

During the group interview, the twelve young people were asked how far they agreed with the statement again and to explain their standpoints. They all agreed with the statement. The responses were of three categorized- Threat to personal life, Threat to Hong Kong, and Threat to the nature and all living organisms. Four of the six young people in the aided school seemed to emphasize on the threat to the nature and all living organisms if a healthy environment could not be maintained (Table 4.4c). For example, young person (A3) in the aided school thought: the earth would come to the end and human beings would become extinct. The young person (A3) also commented: it may endanger our marine organisms. We will no longer see beautiful see view.

In contrast, the interviewees in the international school believed that Hong Kong people should concentrate on environmental protection because the environmental problems would be threat to Hong Kong. They thought that Hong Kong was dirty. If we didnt protect the environment, Hong Kong would become a can trash. If Hong Kong people could concentrate on environmental protection, we would live with fresh air. Two of the students cared for the importance of environmental protection on wildlife and living organisms. For instance, the (I3) pointed out: the trees provide oxygen to us. Many animals live in forests

Comparatively speaking, young people in the aided school seemed to have a pessimistic sense of the impacts of environmental problems whilst young people in the international school recognized threat but there was sense of what needed to be done to care for the environment.

44

Verbal Evidence:

Threats on Personal, Regional and Global Level AS A1 I1 A4 I2 Threat to Hong Kong and Hong Kong People I6 I5 IS

it will cause pollution. Its bad for my health Hong Kong is dirty We can live longer with fresh air. Hong Kong is becoming a trash can. the environment is more important than anything else Hong Kong posses it may endanger our marine organisms. We will no longer see beautiful see view. the earth would come to the end and human beings would become extinct. Destruction on environment is harmful to ecosystem. human beings will be endangered. Saving the wildlife should comeanimals become extinct as many of them are endangered the trees provide oxygen to us. Many animals live in forests

Threat to personal life

A2

A3

A5 Threat to the nature and all living organisms

A6 I4

I3

Table 4.4c: Threats On Personal, Regional And Global Level

(AS= The Young People in the aided school and IS=Young People in the international school)

(B) Belief in the Influence of Science and Technology on Environment Figure 4.4d shows that the young people in the aided school were faced with the dilemma. Half people (41.1%) believed that science and technology has improved the environment while the other half (43.3%) believed that it has worsened the environment. In the international school, a slightly higher proportion (50%) of the young people believed that science and technology has worsened the environment. Young people in both of the schools tended to take a negative side on the influence of science and technology.

45

50 40 30 20 10 0 Technology improve environment Technology worsen environment Unsure 41.1 43.3

50 40 30 50 35 15 20

15.6

10 0

Technology Technology improve worsen environment environment

Unsure

Figure 4.4d Belief In The Influence Of Science And Figure 4.4e Belief In The Influence Of Science Technology (The aided school) And Technology (The international school)

During interview, they were asked their positions on the influence of science and technology on the environment. As shown in Table 4.4f, most believed that science and technology produced undesirable products like rubbish and smoke, leading to air and land pollution. In their daily life, they also recognized science and technology brought benefits to them but were aware of the environmental problems caused by vehicles and factories. They seemed to interpret the term environment as housing quality or their living environment. Some young people, such as A3 and I6, cited the examples that refrigerators and vehicles make their living easier, better, more convenient and more comfortable to support the benefit of technology. Position:
Science and improved the environment it causes air pollution from factories and vehicles. A2

Verbal Evidence

Student
AS IS

it improved our lives. For example, refrigerator gives me A1

technology have cold air and make us more comfortable.

It produces a lot of rubbishes and the environment is too A4 crowded. Science and production in factories cause pollution. A6

46

technology have the smoke from the exhaust of a car. There are toomany worsened the environment factories, and cars on the road and it is causing air pollution. in the older days, there were no vehicles and the air was clean but nowadays so many vehicles leave loads of pollution. Science and technology make our living better and more A3 convenient.. However,. combustion of the energy resources generates a lot of unwanted gases. Science and technology also make us to waste a lot of energy resources such as using refrigerator. We use vehicle instead of walking to go to the A5 destination...However, technology has also worsened the environment because it causes air pollution from factories and Science and vehicles. technology have Science and technology is useful but can damage the both improved environment too. Car causes pollution but easy to move and worsened the around. environment vehicles, rubbish, factories all worsen the environment. However, it (Science and technology) also protects our environment. I see industrial waste from factories and there are lots of cars in the street causing air pollution. Technology also improves the environment because it makes things easier. Our lives are more comfortable but there is a lot of pollution. Table 4.4f: The Young Peoples View On Science and Technology
(AS= The Young People in the aided school and IS=Young People in the international school)

I1

I5

I2

I3

I4

I6

4.4.2 Levels of Concern about Social, Economic and Environmental Issues (A) Possible Goals for Hong Kong The awareness of the young people in the two schools could be gauged from their priorities about the goals for Hong Kong. The young people in both schools gave the highest priorities among goals to Environmental Protection (Table 4.4g). Comparatively speaking, however, a higher proportion (36.3 % in Rank 1 and 29.3%
47

in Rank 1 to 3) of young people in the international school placed emphasis on environmental protection when they prioritized other possible goals for Hong Kong such as employment and a fair and humane society. However, it appeared that the young people in the aided school showed more concern for economic issues such as Employment and The economy; These two issues accounting for 40.7%. It seemed that the Chinese immigrant young people from low income families were highly aware of the problem of unemployment and economy which would possibly affect potential income and their living quality.
Goals for Hong Kong A fair and humane society Environmental protection Employment The economy Free speech Education The reduction of poverty Total (The Aided School) Rank 1 21.1 21.1 21.1 21.1 2.2 5.6 7.8 100.0 Rank 1 to 3 14.8 20.7 17.8 20.0 4.1 13.0 9.6 100.0 (The International School) Rank 1 11.3 36.3 10.0 16.3 5.0 10.0 11.3 100.0 Rank 1 to 3 11.3 29.6 15.4 15.8 4.6 12.5 10.8 100.0

Table 4.4g: Possible Goal For Hong Kong (%)

(B) Most Important Environmental Issue for Hong Kong Overpopulation (22.2%), Coastal water degradation (13.3%) and Water pollution (14.4%) were identified by the young people in the aided school as the most important issues out of the twelve environmental goals for Hong Kong. On the other hand, Air pollution (37.5%) and Water pollution (16.3%) were identified by the young people in the international school as the most important issues. Young People in both groups were aware of the water pollution in Hong Kong. It is possible that they had noticed the recent social argument about harbour reclamation in Central and Wai Chai in Hong Kong coast.
48

Goals for Hong Kong

(The Aided School) Rank 1 Rank 1 to 3 14.4 1.5 10.7 3.0 4.1 8.1 14.8 4.1 1.5 12.6 8.9 16.3 100.0

(The International School) Rank 1 8.8 3.8 16.3 3.8 3.8 1.3 10.0 5.0 3.8 5.0 37.5 1.3 100.0 Rank 1 to 3 10.8 3.3 18.8 3.3 3.3 1.3 12.9 3.8 3.8 7.9 26.3 4.6 100.0

Household rubbish Soil erosion Water pollution Deforestation Ozone depletion Greenhouse gases Over population Toxic wastes Endangered species Traffic Air pollution Coastal water degradation Total

8.9 1.1 14.4 2.2 5.6 11.1 22.2 0 0 12.2 8.9 13.3 100.0

Table 4.4h: Most Important Environmental Issue for Hong Kong (%)

In the interviews, the young people were asked about the environmental problems they were facing. All from the aided school thought that they were facing environmental problems such as air pollution, water pollution, land pollution, sea pollution and overcrowding. In contrast, in the international school, three of the six felt they were actually not facing any environmental problems personally although they knew what the environmental problems were about. Possibly, this was the result of better living quality for these young people who enjoy more open space at home and at school and flats free from the risk of pollution and overcrowding. Therefore, they didnt think they were facing environmental problems in person. On the other hand, few young people in the aided school could mention and describe the problems of noise pollution and overcrowding in a recognized or specific way. For example, young person (A4) said
49

There is less space in Hong Kong for us and Hong Kong is too small. The young person (A3) summed it up:
I am facing air pollution and noise pollution. My flat is near a

shipping repairing mill and a school. There is also burning which produces pollution. The construction site produces a lot of noise and the students in the school speak very loudly. It is very annoying. Living in old public estates with less open space, and several family members living in a small flat, overcrowding and noise problem seemed to be inevitable. However, although they were aware of the problem, they had more or less were used to living in crowded conditions.

Types of Environmental Problems Verbal Evidence Inferred Environmental Problems Air Pollution

Students AS IS

A2 A3 A4 A6

Drilling in construction makes a lot of dusts I am facing air pollution when I go shopping in Mongkok and TST.

A1

Air Pollution

A5

the gas in the engine and the smoke

water pollution Reclamation also causes environmental problems litter in the sea Dirty litter on the beach and harbour Noise Pollution The construction produce a lot of noise and the students in the school speak very loudly land pollution there are food, newspapers, paper bags on the street every single day A1 A2 A5 A6 A1 A2 A2

I1

Water Pollution

A3

I4

Noise Pollution

A3

I4

50

Sai Sung faces a problem. This problem is the basic littering of the people overcrowding There are less space in Hong Kong for us and Hong Kong is too small Table 4.4i: Environmental Problems Faced in Person

Land Pollution
A2

I6

Overcrowding

A4

(AS= The Young People in the aided school and IS=Young People in the international school)

(C) Most Important Environmental Issue for the World

Ozone Depletion (24.4%) and Greenhouse gases (21.1%) were identified by the young people in the aided school as the most important issues out of the twelve goals for the world (Table 4.4j). However, in the international school, Ozone Depletion (33.8%) and Deforestation (22.5%) were identified (Table 4.4j). The difference of environmental concern for the world in the schools seemed relatively small. The findings parallel those of the 1996 survey on environmental concern of Hong Kong young people for the world (Stimpson, 2002).
Goals for Hong Kong Household rubbish Soil erosion Water pollution Deforestation Ozone depletion Greenhouse gases Over population Toxic wastes Endangered species Traffic Air pollution Coastal water degradation Total (The Aided School) Rank 1 2.2 1.1 8.9 14.4 24.4 21.1 11.1 5.6 3.3 0 7.8 0 100.0 Rank 1 to 3 1.5 3.3 10.0 12.2 17.8 17.4 7.8 7.8 7.4 1.1 11.1 2.6 100.0 (The international School) Rank 1 3.8 1.3 6.3 22.5 33.8 8.8 5.0 3.8 7.5 0 6.3 1.3 100.0 Rank 1 to 3 4.2 1.3 8.8 19.6 19.6 7.9 4.6 7.5 12.5 2.5 9.2 2.5 100.0
51

Table 4.4j: Most Important Environmental Issue for Hong Kong (%)

The young peoples explanation of the cause(s) of the environmental problems emphasized humans, vehicles, factories and reclamation (Table 4.4k). Few identified human characteristics such as human greediness and human carelessness as the basic causes of pollution in Hong Kong. Some in the aided school pointed out the people who should be responsible for pollution in Hong Kong. For example, the young person (A2) commented: some people mostly the elderly and those from the mainland like spitting in street. They dont have the sense of citizen. Another young person (A6) pointed out: the young people like to throw rubbishes on the sea.

Verbal Evidence

Inferred Causes of Environmental Problems

AS A1

IS

factories and bad smell from river industries. And reclamation the engine Vehicles human beings the elder and those from the mainland caused by humans greediness. Human strive to have a good living standard in expense of the resource in the earth The young people who throw rubbishes on the sea caused by human beings. People earn money in expense of the environment This is caused by human carelessness.

Industrial Activities Transport

I2 I1 I2, I5 A2 A2 A3 I2

Human
A1, A6 A5

I6

Table 4.4k: Young Peoples View on Causes of Environmental Problems

(AS= The Young People in the aided school and IS=Young People in the international school)

In the interview the young people in the international school expressed strong feelings
52

about their concerns for the environment. Most in the aided school expressed an uncomfortable feeling about the environmental problems of which they were aware (Table 4.4l). It seemed that young people in the international school had stronger feeling about the environmental problems they confronted. They felt sad, disgusted, angry and even frustrated by the problems. (I5) even pointed out: I feel angry at polluters because when you go on a beach and theres a lot of litter you cant swim and its very frustrating.

Verbal evidence

Inferred feelings of environmental problems

AS A1 A2 ,A5 A4

IS

No special feeling
Uncomfortable Bad. helpless and sad feeling its sad to know that animals can die I. feel thick and murky of the air. I dont like it. I am disgusted sometimes about the environmental problems Environmental problems cannot be solved I feel angry at polluters because when you go on a beach and theres a lot of litter you cant swim and its very frustrating.

Little Uncomfortable

Sad and Helpless

A3 I3 I2

Disgust I3

A6 Frustrating I5

Table 4.4l: Young Peoples Feelings to Environmental Problems

(AS= The Young People in the aided school and IS=Young People in the international school)

4.4.3 Environmental Concepts The ability to correctly define four environmental concepts are presented in Table 4.5. The questions illustrate the young peoples abilities to identify the sources of different environmental problem and their understanding of environmental concepts. The young people in the aided school were stronger in defining the sources of air pollution
53

and agricultural wastes in Hong Kong since they gained a higher percentage of correct answers with regard to the sources of pollution in Hong Kong. On the other hand, the young people in the international school got higher percentage correct in the explanation of the value of tropical rain forest.

The overall scores for environmental knowledge for the young people in the aided school and the international school were 58.3% and 56.3 % respectively (Table 4.5). The score difference was small and it is difficult to conclude whether there is any significant difference. Both groups had low scores on the questions about renewable resources with half (55.65% in the aided school and 50% in the international school) misunderstanding that a resource to be considered renewable must be able to be used several times only. The overall scores for environmental knowledge for the young people is not higher than 60%. It seemed that they lacked deep understanding about these environmental problems and concepts.
Environmental Concepts 28.9 55.6 84.4 64.4 Correct (%) (The aided school) Energy (Renewable Resources) Value of Tropical Rain Forest Sources of Air Pollution Sources Agricultural Wastes Overall (The international school) 27.5 86.3 77.5 33.8

58.3

56.3

Table 4.5: Young Peoples Score On Environmental Concepts and Knowledge

4.4.4 Readiness to Take Environmental Actions (A) Desire to Be Involved in Improving the Environment Over 80% of the young people in the two groups declared their desire to act as medium, strong and every strong (Figure 4.6a and 4.6b). However, young people in the international school had a higher reported desire to be involved in
54

environmental actions. About one quarter 26% showed every strong desire to take environmental action compared with only 5.6 % in the aided school.

70 60 50

50 40

40 30 20 10 0 5.6 every strong 13.3 10 67.8

30
42.5 26.2 23.8 5 2.5

20 10
3.3 Very weak

Strong Medium Weak

every strong Medium Very weak Strong Weak

Figure 4.6a Desire to be involved in improving the Figure 4.6b Desire to be involved in improving the environment (The aided school) environment (The international school)

(B) Participation in environmental actions A higher proportion of the young people in the international school had been involved in reusing and recycling activities (66.2%) and taking part in clean-up campaign (13.8%) in comparison with the young people in the aided school (Table 4.6c). However, the percentage of young people who would take part in environmental activities organized by environmental group is higher in the group of young people in the aided school. A large proportion of the young people in the international school would not consider taking part in a clean-up campaign (27.5%) or the environmental activities organized by environmental group (32.5%). Overall, both groups of the young people had fair degree of readiness to take environmental action for the environment though more young people in the international school apparently took part in pro-environmental activities.

55

(The Aided School) Actions Took part in Would not during the last 12 months Reusing and Recycling Taking part in clean-up campaign Taking Part in Environmental Activities Organized By Environmental Group 37.5 11.1 15.6 11.1 17.8 20 consider doing

(The International School) Took part in Would not during the last 12 months 66.2 13.8 11.2 7.6 27.5 32.5 consider doing

Table 4.6c Participation In Environmental Action In The Aided School And In The International School (%)

During the interview, all of the young people in the schools recognized that it was meaningful to take action for the environment. When asked why some young people didnt want to take action to protect the environment, the responses of two groups were similar. Most responses were: they (people) are lazy, they have no time, no friend to go with me, cannot be bothered, and no interest to do it. A

Few young people gave expanded answers to explain why some people not to take actions for the environment. For example, (A5) stated: I think it is helpful to take such actions for the environment, but I dont think it is my responsibility to do it. The people who have more authority such as members of legislative councils and government officers have more responsibilities to take actions. Another young person (I1) said: Most children now are spoilt and have a helper to pick-up after them so they think the helper will always be picking stuff up for them.

56

4.5. Social Capital in Children-Parent Relationship 4.5.1 Social Network, Trust, and Reciprocity Network was a presumed stone of any relation between individuals and was therefore a key element in assessing social capital. Close networking could emerge as a strong force of support and cohesively pull people to act together. Figures 4.7a and 4.7b show that almost 60% of the young people in the international school spent over 30 minutes talking to their parents whilst only 27% of the young people in the aided school spent over 30 minutes to talk to their parents. The young people in the international school seemed to have a very strong social network with their parents. Likewise, in terms of trust, 43.8 % of the young people in the international school expressed a very high level of trust with their parents (Figure 4.7c and 4.8d) where only 10% in the aided school said the same. In term of reciprocity, about half the young people (46.7% in the aided school and 42.5% in the international school) sometimes helped their parents to do the housework such as cleaning and cooking (Figure 4.7e and 4.7f). Overall speaking, the young people in the international school seemed to have a higher level of social capital embedded in child-parent relationship than in the aided school.

40 30

40 30 20
37.8 35. 6

%20
10

35 2 7 .5

3 1 .2

10
1 2.2 1 4.4
6 .2

0 B e lo w 1 5 to 3 0 3 1 -6 0 15 m i n u t es m i n u t es m i n u t es M o re t h an 1 hour

0 Below 15 minutes 15 to 30 minutes 31-60 More than minutes 1 hour

Figure4.7a Social Network: Time of

Figure4.7b Social Network :Time of

Communication With Parents (The Aided School) Communication With Parents (The international school) 57

50 40 30

50 40 30
4 8.9 36 .7

%
20 10 0
4 .4

%
20 10
10

47. 5

4 3.8

0
Poor F air G ood V ery good

2. 5

6.2

Poor

Fa ir

Good

Ve ry good

Figure 4.7c Trust With parents (The Aided School) Figure 4.7d Trust With Parents (The International School)

50 40 30
4 6.7

50 40 30 20
25 .6 11. 1 16 .7
42. 5 32. 5

20 10 0 N ever som etim es of te n Re gula rly

10 0
6 .2

1 8 .8

N ev e r s o m e ti m es

o ft e n Re g u la rly

Figure 4.7e Time Offered To Help Parents To Do housework (The aided school)

Figure 4.7f Time Offered To Help Parents To Do housework (The international school)

4.5.2 Influence of Child-Parent Relationship on Environmental Awareness (A) Frequency of discussing environmental issues with parents In the survey, the young people were asked how often they talked to parents about environmental issues. In the aided school, more than half (55.6%) i.e. they talked but not about the environment never discussed environmental issues with their parents (Figure 4.7a). Only 1.1% of the young people regularly in the group discussed environmental issues with parents. the social network between the young people and
58

their parents in an environmental context is weak and the influence of parents to invoke environmental awareness in the Chinese immigrant young people in particular was mirror. In the international school there was more interchange on environmental issue with 22.5 % of the young people in the international school saying often talked to their parents about the environmental issues (Figure 4.7b).

60 50 40

50 40 30 20
33. 3

%30
20 10

5 5.6

4 2.5 26 .2 22 .5 8.8

10
10 1.1

0 Neve r som etim es of te n

0 N ever often som etim es Re gularly

R e gula rly

Figure

4.7a

Frequency

Of

Discussing Figure 4.7b Frequency Of Discussing Environmental

Environmental Issues With Parents (The Aided Issues With Parents (The International School) School)

(B) Frequency of Being Asked by Parents to Take Environmental Actions The young people were asked how often they were be asked to carry out environmental actions by their parents such as Choosing household products for the environment or making an effort to reduce water consumption for the environment. The findings (Figure 4.7c) showed that parental influence on the young people in the aided school was not as low as might be expected from the interchange data with 37.8% of the young people in the aided school being sometimes asked to choose household products for the environment. 48.7% of the young people in the aided school were sometimes asked by parents to reduce water consumption for the environment (Figure 4.7e). The figure was just slightly lower than that of the young people in the international school (50%).(Figure 4.7f).
59

40

50 40 30
45 2 6.2 20 8 .8

30

%2 0
3 2 .2

3 7 .8

20 10
8 .9

10

2 1 .1

0 N ev er R are S o m e ti m es A l w ay s

0 N ev e r R ar e So m e tim es A lw ay s

Figure 4.7c Frequency of Being Asked To Choose Figure 4.7d Frequency of Being Asked To Choose Household Products For The Environment By Parents (The Aided School) Household Products For The Environment By Parents (The International School)

50 40 30
47. 8

50 40 30
50

%
28 .9

20 10
7.8

20
15.6

10 0

17. 5

20 1 2.5

0 N ever Ra re Som etim es Alwa ys

N ever R are

Sometimes Alway s

Figure 4.7e Frequency Of Being Asked To Reduce Figure 4.7f Frequency Of Being Asked To Reduce Water Consumption For The Environment (The Aided School) Water Consumption For The Environment (The
International School)

During the interviews, young people were asked how often they talked with their parents about environmental issues again and whether they thought that their parents influenced them to take environmental actions. Four out of six in the aided school seldom talked with their parents about environmental issues and thought that their parents could not influence them to take environmental actions. The young person (A3) pointed out that:
60

young people doesnt like to talk with their parents about family affair, let alone the environmental affairs. And their parents spend a lot of time earning living and are very busy on their job. Another young person (A6) said: young people dont have common interests and topics to discuss with their parents. Their parents dont understand what they say and also dont care about the environment too. Weak social network between young people and their parents helped to explain why parental influence on young people was also very weak.

A lower level of trust seemed to further weaken the quality of social network between parents and the young people. The Chinese immigrant young people didnt believe that their parents would have any interest in discussing environmental issues with them and give them correct environmental knowledge. (A5) explained: their parents cant talk and explain with proof evidence. Maybe they think their parents education level is too low and the young people dont believe what their parents say. The trust between young people and parents was not sufficiently good enough for the young people to talk to their parents about all matters including environmental issues. Summing up the conversations from the young people in the aided school, the responses suggest that the social capital embedded in their parental relationships especially in the contexts of social network and trust was low. Faced with little time to talk, there were few opportunities to discuss environmental issues. Even if parents did, the young people tended not to value the parental views. A few parents tried to save plastic bags to act as model for their children but such mutual action (Reciprocity) was piecemeal.
61

Yong Frequency of People talk with parents about environmental issues A1

Parental influence

Verbal Reasons

Inferred Social Capital

Not often

No

I think they dont have interest to talk about this. They always speak loudly to me and I dont like to talk to them.

A3

Seldom

Occasionall young people doesnt like to talk y with their parents the affair about family, let alone the environmental affair. And their parents spend a lot of Social time earning their living and very Network busy on their job. No No youth seldom parents. talk with their

A4

Seldom Seldom

A5

they dont have common interest and topic to discuss. They dont and understand and also dont care about the environment too.
their parents cant talk with proof evidence. Maybe they think their parents education level is too low and the young people dont believe what their parents say. Trust

A2

Sometimes

Yes

A6

Seldom

No

their parents dont have knowledge about it. Maybe parents are not well educated and they dont believe opinion of their parents.

Table 4.7e Social Capital Embedded In Children-Parent Relationship on Young Peoples Environmental Awareness in the Aided School

All of the young people, on the other hand, in the international school believed that their parents were influential in them taking environmental action. With reference to Table 4.7f, one young person (I1) explained: Parents are in charge of what your do. I should listen to them.
62

Another (I2) said: I trust my parents and I know that helping the environment is not bad. Since the young people believed that their parents would not harm them they followed what their parents asked. They trusted their parents greatly. Social capital embedded in their relationship especially in the contexts of social network and trust was strong and it enabled high quality flow of information.

Meanwhile, they felt a few parents who were used to acting environmentally desired their children to have higher understanding about environmental protection. One young person (I4) said: My parents usually talk to me about environmental issues after they watch the news and at dinner time. I think its because they want me to know more. Another (I6) expressed: My parents sometimes talk to me about environmental problems because they want to keep the earth clean and also to prevent a virus like SARS. Their parents expected to take mutual actions with their children for their health and the environment. This form of reciprocity was established on the base of high social network and trust.

Young Frequency of People talk with parents about environmental issues I2

Parental influence

Verbal Evidence

Inferred Social Capital

Sometimes

Yes

Because I trust my parents and I know helping the environment is not bad.
63

I1

Not very often sometimes

Yes

they are in charge of what you do. And I should listen to them.

Trust

I5

Yes

my parents do by telling me to do things like recycle paper. I listen to them because I think it is important.

I3

sometimes usually

Yes

They ask me to throw the recycling and when we are doing the chores.

I4

Yes

My parents usually talk to me about environmental issues after they watch the Reciprocity news and at dinner time. I think its because they want me to know more.

I6

sometimes

Yes

My parents sometimes talk to me about environmental problems because they want to keep the earth clean and also to prevent virus like SARS.

Table 4.7f Social Capital Embedded In Children-Parent Relationship on Young Peoples Environmental Awareness in the International School

4.6

Social Capital Embedded in Student-Teacher Relationship

4.6.1 Social Network, Trust, and Reciprocity In both schools, more than 40% of the young people spent less than 15 minutes talking to their teachers and only 25% of the young people in the international spent more than 30 minutes (Figure 4.8a and 4.8b). The young people in the international school seemed to have a lightly stronger social network with their teachers perhaps because the student-teacher ratio in such school is lower. Furthermore, the school climate in the international school seemed to be more liberal and students were encouraged to ask questions and discuss in lessons.

In term of trust, most (over 50%) recognized that they had a fair degree of trust with their teachers (Figure 4.8c and 4.8d). A similar proportion in both schools (37.8% in the aided school and 35% in the international school) showed good level of trust
64

with their teachers. However, a higher proportion of the young people (46.2%) in the international school never helped their teachers with school work (Figure 4.8d and 4.8f). It seemed the norm of mutual actions (Reciprocity) between teachers and young people in the international school was comparatively weak whereas it was slight strong in the aided school still not strong.

50 40

40 30
47 .8 37.8

30

20 10

% 20
10

40 35

10
4. 4

1 6.2 8 .8

Below 15 to 30 31-60 More 15 minute s minutes than 1 minutes hour

0 Below 15 minutes 31-60 minutes 15 to 30 minutes More than 1 hour

Figure 4.8a Social Network: Time of Communication with teachers (The Aided School)

Figure 4.8b Social Network:Time of Communication With Teachers (The International School)

60 50 40

60 50 40
5 2.2 34 .4

%30
20 10 0
6.7

% 30
20 10
6.7

60 33. 8

2.5

3.8

Poor

Fair

Good

V ery good

Poor

Fair

Good

Very good

Figure 4.8c Trust With Teachers (The Aided School)

Figure 4.8d Trust With Teachers (The International School)

65

80

50 40 30 20 10
1 4.4 7.8

60

% 40
20

74.4

46 .2

4 3.8

8. 8
3.3

0 Ne ver som e tim es

0 Never often sometimes

1.2

ofte n R egularly

Regularly

Figure 4.8e Time Offered To Help Teachers To Do School Work (The aided school)

Figure 4.8f Time Offered To Help Teachers To Do School Work (The international school)

4.6.2 Influence of Teachers on Students Environmental Awareness In the aided school, almost half of the young people (48.9%) never discussed environmental issues with their teachers (figure 4.8g and 4.8h), and 2.2% of the young people then often engaging in discussion with their teachers. From this perspective, the young people in the school did not interact with their teachers about environmental issues. The similar in the international school was only slight better with 12.5% often talking to their teachers.

50 40 30
4 8.9 4 8.9

60 50 40

%30
20 10
2.2
35

20 10 0 Neve r som etim es

52. 5

12.5

0 Neve r som etim es of te n

of te n

Figure 4.8g Frequency Of Discussing

Figure 4.8h Frequency Of Discussing Environmental

Environmental Issues With Teachers (The Aided Issues With Teachers (The International School) School)

66

Furthermore, young people were also asked how often they would be asked to carry out environmental action by teachers such as recycle and reuse for the environment, reduce paper consumption and take part in clean-up campaign. Higher proportion (23.6%) of the young people in the aided school was always asked by their teachers to recycle and reuse somethings for the environment (Figure 4.8i and 4.8j). Meanwhile, 48.9% and 48.9%of the young people in the aided school were sometimes asked by their teachers to take part in clean-up campaign and to recycle and reuse for the environment respectively (Figure 4.8k and 4.8m). The figures are also higher than that of the young people in the international school (43.8% and 41.2 respectively). In the survey, more than half of the young people in both schools discuss most environmental issues with Geography Teachers, although in the international school, 33.8% of the young people said they discussed most environmental issues with Science Teachers.

50 40 30
50

50 40 30

%
20
25 .6
43 .8 2 3.8 15 17 .5

20
10 0 N ev er S o me tim es R are A lw ay s

10 0
4 .4

20

Ne ver

Som e tim es R ar e Alwa ys

Figure 4.8i Frequency of being asked to recycle and reuse for the environment by teachers (The aided school)

Figure 4.8j Frequency of being asked to recycle and reuse for the environment by teachers (The international school)

67

50 40

40 30
48. 9 3 3 .3

30

%2 0
27 .5

20 10
7 .8

35

3 3.8

10
10

0 N ev er R ar e So m etim es A lw ay s

0 N ev er R are So m e tim es

3 .8

A lw ay s

Figure 4.8k Frequency Of Being Asked To Take Figure 4.7l Frequency Of Being Asked To Take Part Part In Clean-up Campaign by Teachers (The Aided School) In Clean-up Campaign by Teachers (The International School)

50 40 30

50 40

%
20 10 0
3 .3 2 4 .4

4 8 .9

%
2 3 .3

30
41.2 23.8 13 .8 21 .2

20 10 0

N ev er R a re

S o m e ti m e s A lw ay s

N eve r R a re

S om etime s A lw a ys

Figure 4.8m Frequency of Being Asked to Reduce Paper Consumption For The Environment By Teachers (The Aided School)

Figure 4.8n Frequency of Being Asked to Reduce Paper Consumption For The Environment By Teachers (The International School)

60 50 40

60 50 40
5 4 .4

%3 0
20 10 0
20

%3 0
20 10
10 1 .1 7. 8 6 .7

60 3 3 .8

So Ar Sc Ge La Ot c ia ts ien ng he og rs Te ua lS ce r ap ac ge c ie Te hy he Te nc ac rs he ac eT he rs ea rs c

1 .2

2 .5

2 .5

La Sc So Ge Ot ie n cia he ng og rs ua rap ce lS ge Te cie hy Te ac nc ac he eT he rs ea rs ch

Figure 4.8o Kinds of Subject Teachers To Discuss Environmental Issues Most (The Aided School)

Figure 4.8p Kinds of Subject Teachers To Discuss Environmental Issues Most (The International School)

68

During the interview, the young people in the aided school were asked again how often they talked with their teachers about environmental issues again and whether they thought that their teachers influenced them to take environmental action. Five out of the six young people believed that their teachers were influential although most rarely talked with their teachers about environmental issues. they explained they had considerable trust in their teachers. They felt their teachers were well educated and thought what their teachers asked was right. For example, one young person (A3) said: They can influence me because they have more knowledge about the environment. Another said: My teachers taught a lot of interesting environmental topics. Summing the findings from the survey and interview, the teachers exert considerable influence in teaching and transferring environmental beliefs and knowledge to the Chinese immigrant young people in the aided school because there was good level of trust between the young people and their students. It is possibly related to traditional Confucian value.

In the aided school, the time to discuss environmental issues between them was only limited in lesson especially geography lessons. As such their social network in environmental contexts was in fact not strong. Accordingly, although the young people believed that they should listen to what their teachers teach them, it didnt mean they were likely to follow and translate their beliefs into actions. Strong levels of trust but weak social network embedded in their relationship did not create effective flow of information about knowledge and belief about environmental protection.
69

Young Frequency Teacher People of talk with influence Teachers about environme ntal issues A1

Verbal Reasons

Social Capital

Not often Not often

Sometimes

No Yes Yes

No. I dont think they can influence me most. They can influence me because they have more knowledge about the environment.
Social

A3

A4

They can influence me because what they Network say are correct. They have more influence on me. My teacher sometimes asks me to protect our environment and take actions to protect it. But mostly, they teach knowledge rather actions.
My teacher asks me to protect our environment and take actions to protect it. My teacher would influence me more. Trust

A5

Sometimes

Yes

A2

Not often

Yes

A6

Not active

Yes

My teachers taught a lot of interesting environmental topics.

Table 4.8q Social Capital Embedded In Teacher-Student Relationship on Young Peoples Environmental Awareness in the Aided School

4.7 The Most Significant Event with Parents and Teachers 4.7.1 The Most Significant Event with Parents The most significant event with their parents is related to environmental education. Their responses for the events were grouped into two categories- Indoor and Outdoor. Four out of six young people in the international school mentioned outdoor activities on the beach, park, zoo, and gardens(Table 4.9a). There, they saw the living organisms such as insects and flamingoes and endangered animals. In the aided school, however, when the young people were asked to describe the events, only three

70

could mention anything. Two described indoor events such as saving water by using hand washing clothes and reusing plastic bag instead of wasting them. It seemed that their parent acted for economic reasons, rather than for environmental reason.

Place

The Most Significant Event with Parents Related to Environmental Education

At home, we wash clothes by hand rather than by washing machine. Mother asks me to use less water. Mother reuses the plastic bag in order to avoid wasting. My brother and I were drawing one day in my house and we

AS A2 A5

IS

I5

Indoor

were only using one side of the paper. After a while when my dad came in he told us to use both sides of the paper. I remember one time when I was trying to squish a fly in my house a few years ago and my dad told me to leave it alone and let it out the window. When my mother and I saw a lot of rubbishes in a beach, my mother asked me to pick up the rubbishes and throw these

I6

A3

Outdoor

rubbishes onto rubbishes bin. When we went to a beach there was no rubbish and when we went home we left it as we found it no rubbish. Going to park and not disturbing animals insect or green life. At the zoo where there was information on endangered animals we learnt a lot. We went to the botanical gardens to see the flamingoes and they told me not to touch anything. It was about 4 years ago.

I1 I2 I3 I4

Table 4.9a Young Peoples Most Significant Event With Parents

4.7.2 The Most Significant Event with Teachers Young people were asked to describe the most significant event with their teachers related to environmental education. Their responses for the events were grouped into Indoor and Outdoor. Table 4.9a shows that half in the aided school mentioned geography lessons as the most significant events with their teachers related to
71

environmental education. One young person (A6) mentioned that he had attended the solar cart competition in Hong Kong. However, he said He was invited by his teacher to join in the competition. He was not active to attend environmental activities.

On the other hand, the places of the environmentally significant events with teachers among the young people in the international school were various. They mentioned science lessons, geography lessons, garden, and turtle pond at school. It seemed that the international school offered more space and physical facilities for the young people to learn about the environment. From this perspective, economic capitals might be seen as facilitating more chances for the young people to interact with their teachers for environmental learning.

Place

The Most Significant Event with Teachers Related to Environmental Education

know they want to do something for the environment.

AS

IS

When teachers print teaching materials on both side of paper, we A2 I remember during geography lesson the teacher showed a picture. A3 In the picture, a lot of fish die in a lake due to the effluent from factories. I remember it happened in Geography lesson, but I could not A5

Indoor

remember clearly. During geography lesson, a teacher talk about environmental A6 problems in mainland china. I think my sister is more influential to me to take environmental actions. In a science lesson, the teacher showed us a picture of heavy pollution. In geography lesson, I am really surprised about how bad Hong Kong and are inspired to help. When I studied in primary school, I attended activities of Community A1 Youth Club and have cleaning activity in Tai Mo Shan.

I5 I6

72

I remember it is solar cart competition. I attended the competition but my teachers asked me to join in. I am not active to do it. I know something about renewable energy.

A4

Outdoor The Geography and science teachers talk about the environment in
garden. I remember we were researching habitats of turtles in the turtle pond at school. We research how pollution could hurt them. We went outside to look at the plants and the type of animals that live in KGV. It was about 3 to 4 months ago and it was in the garden. Table 4.9b: Young Peoples Most Significant Event With Teachers

I2 I3 I4

4.8 Summary of The Findings of The Survey and Interviews (A) Similarity in the contexts of environmental awareness and understanding among the young people with agreement that: Hong Kong people should concentrate on protecting the environment even if it means some reduction in economic growth. highest priorities of goals be given to Environmental Protection water pollution is a key problem in Hong Kong. Ozone Depletion is the most important issues for the world. most environmental problems are caused by human action of varying kinds. environmental knowledge is weak with low score about renewable resources. There is a lack of readiness to take environmental actions for the environment.

(B) Difference in the contexts of environmental awareness and understanding among the young people illustrated:
International school Support of the environmental paradigm Most important issues out of the twelve More Air pollution Aided school Fair but less Overpopulation

environmental goals for Hong Kong

73

Concerns for the environment Desire to be involved in the environmental actions. Being involved in reusing and recycling activities and taking part in clean-up campaign

Stronger Stronger Higher

Stronger Fair but less Lower

Table 4.10a Difference In The Contexts Of Environmental Awareness And Understanding

(C) Similarity in the contexts of social capital among the young people in term of: Feeling that they have good level of trust with their teachers Norm of mutual aids (Reciprocity) between teachers and young people being slightly weaker in the international school

(D) Difference in the contexts of social capital among the young people is summarized below: International school
Social network and trust with their parents. Frequency of discussing environmental issues with their parents. Influence of Parental social network on young peoples environmental awareness Social network with their teachers Frequency of discussing environmental issues with their parents. Frequency of being asked by their teachers to recycle and reuse something for the environment Teachers influence to take environmental actions. The most significant events with their parents related to environmental education The most significant events with their teachers related to environmental education. Various Places and Events In Geography Lesson Low Outdoor More Indoor Fair More Lightly stronger Slightly higher Strong Less Strong Weaker Stronger More

Aided School
Weaker Less

Table 4.10a Difference In The Contexts Of Social Capital In Relation To Environmental Awareness and Understanding

74

CHAPTER 5
5.1 Introduction

DISCUSSION AND CONCLUSION

This chapter discusses the main findings of the data, suggesting future study and recommending ways of improving environmental education. The first four sections which follow address the five research questions set out in chapter one and in turn compares environmental awareness and understanding across the two schools, compares levels of social capital inherent in families and in teacher-student relationships among the young people, examines the influence of family social capital on environmental awareness and understanding and is followed by discussing the influence of school social capital on environmental awareness. Section 5.7 examines the extent to which the findings echoes the literature. Sections 5.8 examine recommendations for further study respectively.

5.2 Comparison of Environmental Awareness and Understanding Among the Young People Young people in both schools were aware of the importance of environmental protection. They gave the highest priorities among goals for Hong Kong to Environmental Protection and recognised the threat of the environmental problems such as water pollution, air pollution and overcrowding in Hong Kong. They thought that environmental problems in Hong Kong were caused by human actions but were more concerned with environmental problems at the local level than with global issues. Many of the young people claimed that they had certain desire to take actions for the environment and tried to write on both sides of paper and recycling activities. Such findings were generally in agreement with the survey of young people concern in Hong Kong in 1996 (Stimpson, 2002).

75

Nonetheless, students abilities to understand environmental issues and identify the sources of environmental problems were low. Half seemed to misunderstand the concept of renewable resource. While their readiness to participate in environmental action was high, environmental awareness and concern conflicted with personal interest and demands on physical effort, their willingness to take pro-environmental action becomes low (c.f. Yeung, 1998). Their levels of environmental awareness and knowledge about the environment did not seem ensure a change in behaviour. A Value-Action Gap in the contexts of individuality, responsibility, and practicality as suggested by Blake (1999) seemed a barrier for the young people in Hong Kong in developing pro-environmental behaviour.

With respect to differences in environmental awareness in the two schools, the young people in international school were more supportive of the environmental paradigm. A higher proportion of them emphasised environmental protection. They had a greater desire to be involved in pro-environmental action. On the other hand, most young people in the aided school seemed to accept and be used to their environmental problems. Environmental problems were not the most serious ones for them; economic issues such as employment and economic growth seemed to be more important. Probably as a consequence, they had less desire to be involved in environmental action. In this way, the finding contrast with those of Hamilton (1990) and Hallen (1994) who stated lower socio-economic status people may be more sensitive to environmental problems. The finding largely parallels to statements in Evans (1994) that young people battle against noise and polluting factories but economic insecurity may reduce their awareness and capacity to solve their environmental problems.

76

5.3

Levels of Social Capital Inherent in Parent-Children Relations

Parental education and occupation were regarded as the main components to show familys socio-economic status and an indicator to show difference in family background of individuals. The young peoples parents in the international school were of higher educational background and income as a result of largely occupations in Hong Kong in the professions. On the other hand, only half of the young people parents in the aided school had attained a secondary schools level of education and most were blue collar workers in the fields of manufacturing and construction generating low incomes. There was thus a big contrast of family background of the young people in the two schools in terms of social-economic status. The findings indicated that parental education and socio-economic status seemed to be associated with the level of family social capital as well as the quality of interaction between the young people and their parents.

Families with higher socio-economic status seemed to create stronger social capital between parents and children. With a stronger social network with their parents, most in the international school spent over 30 minutes each day talking with their parents. They had also a higher level of trust with their parents than was the case with the students from the aided school. They engaged more with their parents and for example a higher proportion offered time to help parents with housework. It seemed that they had a greater higher propensity to take mutual action for the parents. Higher level of social capital embedded in children-parent relationship than that in the aided school provided more opportunities for the young people to discuss matters with their parents in a meaningful way manner.

The impact of low parental education and family income in the development of family social capital seemed quite significant among the young people in the aided school.
77

Limited family social network between parents and young people from the aided school was a possible reason restricting the young people in widening their experience and knowledge of the environmental. Lower levels of trust seemed probably to further weaken the quality of social network between parents and the young people. It seemed that the quality of communication among parents and their children was low. Overall, there was a significant difference in the social capital, especially in the contexts of social network and trust, inherent in parent-children relations in the families across the young people in the two contrasting school. It supports the view that social capital is potentially not only a valuable frame as suggested by Coleman (1998) to predict students performance, but is also a reliable indictor to show general structure of relations between the members in family. 5.4 Levels of Social Capital Inherent in Teacher-Student Relations Comparatively speaking, the young people in the international school had a slightly stronger social network with their teachers. The more liberal school climate and higher teacher-student ratio seemed to have created more opportunities and a more open attitude in which students could express their ideas in school. Nonetheless, half of the young people never offered time to help teachers with jobs in the school and the norm of taking mutual action alongside their teachers was relative weak.

In both schools, there was a strong level of trust between students and teachers. They seemed to believe that what their teachers say and how teachers behave are right. However, while the young people in the aided school spent less time talking to their teachers, they seemed to be more willing to take mutual actions with their teachers. Their teachers were viewed as good models for them. Potentially, teachers in the aided school seemed able to exert strong influence on the young peoples attitude and

78

behaviour. This may possibly be consequence of the Chinese traditional norm that student should obey teachers instructions and suggestions. Different levels of social capital embedded in teacher-student relations seemed to reflect different school climate in the two schools related to the differences in school curriculum, teachers educational background, attitudes, beliefs and priorities, availability of school facilities, and examination setting.

The international schools operate in Hong Kong but are outside the mainstream Hong Kong education system and form a distinctive educational system with different social and cultural contexts following curricula from outside the SAR. The international school studied was part of the English Schools Foundation (ESF) In 2000/2001, the international schools comprise approximately 4 per cent of the total number of schools in Hong Kong (Bray and Yamato, 2003). In contrast, basically, all aided schools in Hong Kong follow the guidelines of education in different subjects issued by Education and Manpower Bureau of the SAR government in Hong Kong. The international schools have not to follow local curriculum and their students do not generally sit for the local examinations (Bray and Yamato, 2003). Their curricula, values and educational philosophy of the international school studied were mainly based on that in England, and at secondary level included focus on the General Certificate of Secondary Education (GCSE) for students in Year 11. The school for the most part requires parents with large incomes or allowances. For example, the ESF schools charged HK$47,200 per primary pupil and HK$78,600 per secondary pupil per annum (Bray and Yamato 2003). The ESF used the income not only to improve facilities but also to employ expatriate teachers with high salaries. Differences in mission and resources, one might argue led to differences in school climate among the local aided school and the international school. Such difference
79

may not only generate different school policies and practices in the school, but also the levels of social capital embedded in teachers and students relationship.

5.5 Environmental Awareness In Relation to Family Social Capital In the context of the study, family social capital referred to the bonds between parents and children that may promote childrens environmental awareness. It reflects the time and the quality that parents spend in interaction with children, in monitoring their activities, and in promoting child well-being (Coleman, 1990). The findings show that overall level of family social capital was positively related to quality of interaction as well as young people environmental awareness

Having a strong social network and trust with their parents, the young people in the international school were more willing to talk to their parents about environmental issues. Their parents seemed to show willingness to ask their children to take care of the environmental issues and take action for the environment. The parents usually liked to share with their children about the environment after issues, such as the prevention of the SARs virus and habits of using recycled object from the media, were raised in the news. From this perspective, higher level of social capital embedded in children-parent relationship in the international school provided more chance with the young people to interact with their parents in which environmental issues and appreciation of the nature became usual topics they usually share. Such responsive parenting has been associated with young peoples cognitive development by Connell and Zoll (1989) and it is argued that the same was happening in Hong Kong. The parents interacted with their children in a variety of locations that could lead to the discussion about the environment such as beach, park and garden. This was consistent with claims of Ford and Blanchard (1993) that outdoor
80

environmental activities can create a higher sensitivity toward the environment and increased understanding of environmental processes. Matthews and Riley (1995) go so far as argue that environmental responsibility is best developed outdoors. Involvement in outdoor activity stimulates interest in the outdoors, which in turn motivates students to learn about the natural environment. The level of family social capital involving interaction in the environment seems a crucial factor to explain different environmental awareness and understanding among the young people in the two contrasting schools.

Environmental awareness and understanding also varied with the young peoples socioeconomic backgrounds. The influence of low parental education and family income on the development of family social capital as well as young peoples environmental awareness seemed significant among the young people in the aided school. Limited family social networks between parents and the young people in the aided school restricted the young people to widen their experience and knowledge in environmental context. Lower levels of trust seemed to further weaken the quality of social network between parents and the young people. Parents tried to ask their children to take action for the environment such as reduction of water consumption. The young people in the aided school tended not to value the parental suggestions and didnt believe that their parents could give them correct environmental knowledge. Moreover, these did not seem to take their children out into the environment and interaction about the environment was limited to within the home. Limited parental network driven by low family socioeconomic status seemed to hamper development of the young peoples environmental awareness and attitude. On the whole, the findings echo the importance of parents and family social capital on childrens environment concern raised by Morrison, et al. (1972) and by Palmer (1999).
81

5.6 Environmental Awareness In Relation to School Social Capital The research emphasizes the importance of school climate which can facilitate the development of social capital and provide students with easy access to different resources of environmental information. It concurs with the ideas of Bourdieu and Passeron (1970) who attribute to schools a central function as social agents that reproduce common schemes of thought, perception, appreciation and action. School social capital reflects the time and the effectiveness that teachers spent in interaction with children in monitoring their lessons and activities inside and outside classroom. In practical level, teacher, as a conveyor of information and values, is a determining factor in guaranteeing the assimilation of environmental information and concepts among the young people.

The network of school social capital between teachers and students seemed to be related to levels of environmental awareness and understanding. With more liberal school climate and higher teacher-student ratio, the young people in the international school have a lightly stronger social network with their teachers. A stronger school social network may widen their chances of discussing environmental issues with their teachers. The international school offered more space and physical facilities for students to learn about the environment and these physical facilities probably affected the quality of interaction between teacher and students in the contexts of environmental education. The finding showed that environmental education took place in a wider variety of contexts such as in garden and turtle ponds in the international school. Seemingly, the school social network between teachers and students was positively related to the level of environmental awareness and understanding in the international school. The finding parallel Hargreaves (2001) argument that high social capital with high trust among teachers and students is an
82

essential factor for success of environmental education in schools.

The slightly lower social network between teachers and teachers in the aided school, however, did not mean lesser influence of teacher in the aided school. Having good levels of trust and reciprocity, the young people recognized that teachers were more influential, thus encouraging them to take environmental actions. The existing social capital embedded in relationship of teachers and students was a potential means to assist in promoting environmental awareness among the young people and in encouraging participation in environmental action in the aided school. The major challenge was that interaction between teachers and students seemed one-way and passive. Such passive interaction between teacher and students in the aided school did not help environmental education in the school. Moreover, environmental education was still focused in only a few subjects or one department only (as was found elsewhere in Hong Kong by Yau & Stimpson, 1997). Implementation of environmental education relied on a few geography and science teachers in the school and teachers in general were not given specific training on environmental issues. These were the barriers of raising student environmental awareness and concern in Hong Kong schools.

5.7 Implications and Recommendation to Environmental Education In this section, suggestions for the improvement of environmental education in Hong Kong in relation to teaching strategy, parent-school collaboration and the approach of future environmental education are made. 5.7.1 Teaching Strategy of Environmental Education The findings showed that the young people in Hong Kong have considerable awareness and understanding of basic environmental problems and concepts. They
83

largely support environmental paradigms but there are significant gaps between their thinking and their readiness to act for the environment reflecting areas where changes in school and family could support environmental education. Given the influence of teachers and parents on childrens environmental education more effort is needed to provide understanding of the processes at work The research has provided information for environmental educationalists to reflect some basic questions in environmental education (Fien, 2002). What are the relationships between environmental belief, knowledge and behaviour? How are these shaped by social and cultural factors, economic polities, and school curricula? What role can the school and family together play to help students to enhance their attitude and pro-environmental action so that they will live in a more sustainable way?

In Hong Kong, students, it is often argued, are not yet able to cope with complicated, real-life situations which demand critical thinking. Besides, didactic approaches which emphasize the transmission of facts are seen as weaker in promoting the development of high level of environmental awareness, independent thinking positive behaviour (Marsden, 1995) although they can be efficient for imparting the factual knowledge needed for passing examinations in the subjects related to environmental education such as geography, biology, and integrated science (Stimpson, 1992). In Hong Kong, the issues and knowledge to be shared in school and at school tended to be technocentric based in nature which does not ensure a change in a persons willingness to act environmentally.

A successful strategy to increase environmental awareness needs consist of the participation of different formal teaching and non-formal activities in schools. The selection of knowledge and action should be taken into careful consideration before
84

programs are implemented. Boerschig and Young (1993) have suggested that knowledge of action strategies and actual use of these skills may result in a motivational sense of competence and confidence. The change of locus of control is needed and might be achieved by encouraging people to make their own decisions about the problems and to critically evaluate the opinions of others (Newhouse, 1990), and by providing opportunities to apply action skill successfully (Hungerford and Volk, 1990). In order to enhance environmental awareness, environmental educators need to focus more on the development of programs which can make young people to have more chances to interact and to think critically about their own choices, and to provide opportunities to apply action-skill relationships which can be learned from education programs. The chalk and talk approach in Hong Kong classrooms is no longer a good means of environmental education. The teacher's role needs to change from director to mentor and guide. What teachers need do is to introduce the skills to the students using real-world examples and to encourage them to analyze issues. Students begin to direct their own learning and exercise considerable autonomy in identifying, investigating, and acting on the environmental issues. They are encouraged to carry out real citizenship actions regarding real issues in their communities and living places.

5.7.2 Families and schools Collaboration Young peoples environmental awareness has been shown to relate to their family and school social capital. Weak family and school social capital may affect the young people development of environmental awareness. To increase young people s social network with family and school and to improve the quality of interaction among the agents, families, schools, and students should work together. Curriculum Development Council (1999) has recognized the important role of parents in young
85

peoples environmental education in which parents are encouraged to be involved in developing students love of the nature and by supporting practical projects, activities and lifestyle changes related to environmental education. To promote these comprehensive partnerships, schools must provide a variety of opportunities for schools, families, and even communities to work together (Rutherford & Billing, 1995). Effective programs assist parents in learning how to create an environment that fosters learning by high quality interaction.

Parents may have problems, such as lack of time for involvement and lack of communication skills in the area of environmental education. Therefore, professional teachers need to pay a key role in assisting parents how to engage in environmental education in school and at home. Teachers need to encourage parents to share their views with their children in such programs. Such a process might involve providing opportunities for students and adults to talk about and to participate together in environmental problem solving or action. To support the intergenerational environmental communication, it is suggested that efforts to involve migrant parents in their childrens environmental education must not only address environmental issues and problems, the skill of communication with their children should also be mentioned. Programs for migrant parents must be based on an understanding, appreciation, and respect. Professional and in-service training for teachers that focuses on working with parents and the skills to promote environmental awareness should also be provided beforehand in case collaboration programme for environmental education is planned and implemented.

5.7.3 The approach of future environmental education At current state, the implementation of environmental education in the Hong Kong
86

schools takes place in form of infusion into individual subjects. Environmental education implemented only in geography has limited students exposure of obtaining environmental information and concepts. The teachers to be involved in environmental education are very few in Hong Kong schools. In long term, the approach will not work for future environmental education (Bardwell et al. 1994). The infusion model in a fragmented curriculum which will not help our students to become environmentally aware and develop pro-environmental behaviour (Chen, 1997). In this way, selected curriculum approaches should focus on environmental issues in an interdisciplinary way and emphasizes an issue investigation and problem solving approach. Interdisciplinary practice refers to teachers with distinct disciplinary training working together for a common purpose or theme, as they make different and complementary contributions to solving the problem (Leathard, 1994). This approach can raise students motivation to investigate local, regional and global environmental issue (Rothenberg, 1994; Schroth, Dunbar, Seaborg, & Vaughan, 1994).

A successful interdisciplinary eco-educational course can offer students experiential and applied learning opportunities that often strongly influence or transform their perceptions of and feelings about the natural world (Niesenbaum, 2001). Learning to solve problems with different disciplines also helps students develop a broader and holistic insight into actual environmental issues. The issues such as environmental topics arising from SARS event, eco-tourism, and oil crisis should be made use of so as to stimulate them to think about what environment students want to preserve and sustain. Bradbeer (1999) has stated that true interdisciplinarity is hard to achieve due to the problem in working across disciplines, working in different disciplines and synthesizing different disciplines. In this way, collaboration among the disciplines in
87

school, environmental organizations and family is the key element to the success of the approach. Therefore, discussion, opinion survey and negotiation may be a first step of implementing interdisciplinary practice of environmental education within a whole school approach. In this view, an interdisciplinary approach to environmental education should be advocated as a logical and reasonable approach, rather than implemented as a separate course.

5.8 Recommendation of Further Research The research has focused on two contrasting schools with different school climate and socio-economic background in Hong Kong. Any study has limits and this constrains the conclusions that can be drawn. In this study the number of students selected for survey and interview was limited to 170 and 12 in the two schools respectively. Besides, Questionnaire of Fien and Yenchens (2002) Young People and The Environment: An International Study Of Environmental Knowledge And Attitudes was used to measure students levels of environmental awareness and understanding. Content validity was checked by expert opinions. The findings in the survey were generally in agreement with the local survey of young people concern in Hong Kong in 1996 (Stimpson, 2002). Therefore, the content validity was felt to be high and stable. To guard the reliability, students made response to the self-administered questionnaire with clear guiding from the teachers in charge.

The intention however, was not generalize across all aided and international school but rather to describe and compare two schools the findings from which may have implications for other schools with similar characteristics. Studies of students perceptions are difficult to verify and responses can be seen as no more and no less than their views at a particular point in time.
88

In future studies, different kinds of schools with distinctive cultural and social characteristics in Hong Kong might be considered to be taken as topic of studies. Therefore, there is room for in-depth examination in the environmental policy and curriculum adopted in different types of educational systems in Hong Kong. The study can be focused on their school policy, implementation of environmental curricula and their staff perception to the policies. It will help to reflect the attitudes of the teachers and administrators in Hong Kong to the support of environmental education. The future studies can also be focused on the role of parents and teachers in the contexts of cultural and economic capital to help students to develop their environmental concepts and awareness.

5.9 Conclusion This research has compared the level of environmental awareness among young people with different social capitals embedded in family and school. Young people are aware of the importance of environmental protection but understanding of environmental issues and problems are not strong to an extent irrespective of family social capital. This has implications for environmental education in the school and the foci that are addressed.

The research has employed the framework of family and school social capital to interpret differences. Social capital embedded in child-parent relationship where there was more interchange on environmental issues was vital. Parental education and socio-economic status seemed to have significant influence on the quality of relationships and interaction between the young people and the issue for schools is how to compensate pupils from less well endowed family backgrounds.
89

Levels of environmental awareness and understanding seemed related to school social capital between teachers and students. The stronger social network with their teachers in the international school was important. Stronger school social networks may widen opportunities to explore and discuss environmental issues. Opportunity is vital and the study highlighted the importance of space and physical facilities and for a wide variety of class/subject School climate, school curriculum, and examination setting are crucial factors in this and the development of environmental education in a school cannot be addressed in isolation from the broader context.

90

Appendix A

A STUDY OF RELATIONSHIP BETWEEN SOCIAL CAPITAL AND YOUNG PEOPLES ENVIRONMENTAL AWARENESS Questionnaire
(English Version)
Dear student, This questionnaire forms part of a study of environmental awareness of young people in Hong Kong. Please be as honest as you can and answer every question to the best of your ability. Thank you and enjoy the questionnaire. (ALL YOUR COMMENTS ARE CONFIDENTIAL)

Section I Personal background A) 7

(Please tick( ) one box) 8 9

Year level

B)

Age

14

15

16

17

Other

C)

Gender

Male

Female

D) How long have you been living in Hong Kong? (Year): E)

1-2

3-4

5-6

7-8

9 or above

Where were you born? ______________________

Please choose the answers that come closest to your feelings or are most likely to be correct. Do not choose the not sure answer unless you really cant make up your mind.

Section II

Environmental Awareness

1. Which one of the following statements do you most agree with? (Please place a tick ( ) in one box only). - Hong Kong people should concentrate on economic growth even if it means some damage to the environment. - Hong Kong people should concentrate on protecting the environment even if it means some reduction in economic growth. - Not sure 2. Which of the following statements do you most agree with? (Please place a tick ( ) in one box only). - Science and technology have improved the quality of our environment. Science and technology have worsened the quality of our environment. Not sure 3. Listed below is a range of possible goals for Hong Kong today. (Please number the three most important issues one to three (1 to 3). Place a 1 in the box opposite the issue you think most important, a 2 in the box opposite the issue you think next most important and so on down to 3) 4. Creating a fairer, more humane society Protecting the environment Reducing unemployment Strengthening the economy Protecting freedom of speech Improving education standards Overcoming poverty -

Listed below is a range of environmental issues facing Hong Kong and the world. (Please number the three most important issues one to three (1 to 3) separately For Hong Kong and For the World. Place a 1 in the box opposite the issue you think most important, a 2 in the box opposite the issue For Hong Kong you think next most important and so on down to 3. Do the same For the World) For Hong Kong For the World

Household rubbish and garbage Soil erosion and land degradation

Water pollution Cutting down of forests Destruction of the ozone layer The greenhouse effect Over population The generation of toxic wastes Endangered animals and plants Traffic congestion Air pollution Damage to coastal waters

5. For a resource to be considered renewable it must be able to: (Please tick ( ) one of the boxes only) - be found in several different places at the same time - be reused several times be continually forming where it is found or capable of being grown be made in the laboratory not sure

6. Tropical rain forests are important because: (Please place a tick ( ) in one box only) - they give heavy rainfall - they contain valuable timber which can be logged easily without damage to the ecosystem - many different species of plants and wildlife are to be found in them - they have especially fertile soils - not sure 7. The greatest source of air pollution in Hong Kong is: (Please place a tick ( ) in one box only) - vehicles - the service industry - the home - manufacturing industry - not sure 8. Wastes from agricultural activities in Hong Kong come mostly from: (Please tick ( ) one of the boxes only) - orchards fish ponds vegetable farms

pig farms not sure

9. How strongly do you want to be involved in improving the environment? (Please tick ( ) one of the boxes only) - very strong - strong - medium - weak - very weak 10. The following is a list of possible actions to improve the environment. (For each statement, please tick ( ) one of the choices only) Have done Would Would not in the last consider consider 12 months doing doing - Deciding for environmental reasons to re-use or recycle something instead of throwing it away - Taking part in a clean-up campaign or anti-litter scheme of some kind - Taking part in environmental activities organized by environmental or conservation group Section III About your background 11. How long do you talk to your parents every day on average? - Below 15 minutes - Up to 30 minutes - Up to 60 minutes - More than 1 hour 12. How good is the trust between you and your parents? - Poor - Fair - Good - Very good 13. As your parents support you, how often do you help your parents to do the housework such as cleaning and cooking? - Never

- Sometimes (several times during a month) - Often (several times during a week) - Regularly (at least once a day) 14. How often do you discuss environmental issues such as those raised in this survey with your parents? (Please tick ( ) one of the boxes only) Never Sometimes (several times during a year) Often (at least once a month) Regularly (at least once a week)

15. The following is a list of possible actions to improve the environment. Have your parents asked you to carry out the following activities? (For each statement, please tick ( ) one of the choices only). Never - Choosing household products that are better for the environment - Making an effort, for environmental reasons, to reduce water consumption - Taking part in environmental activities organized by environmental or conservation group 16. How much time do you spend talking to your teachers each day (including in lesson and after lesson) on average? (Please tick ( ) one of the boxes only) - Less than 15 minutes - 15 to 30 minutes - 31 to 60 minutes - More than 1 hour 17. How strong is the trust between you and your teachers? (Please tick ( ) one of the boxes only) - Poor - Fair - Good - Very good 18. How often do you help your teachers to do the school work? (Please tick ( ) one of the boxes only) - Never Rare Sometimes always

- Sometimes (several times during a month) - Often (several times during a week) - Regularly (at least once a day) 19. How often do you discuss environmental issues such as those raised in this survey with teachers in school? (Please tick ( ) one of the boxes only) - Never - Sometimes (several times during a year) - Often (at least once a month) - Regularly (at least once a week) 20. Which kind of subject teachers do you most discuss environmental issues during or after lessons? (Please tick ( ) one of the boxes only) - Language teacher e.g. English and Chinese - Geography teacher - Science teacher e.g. Integrated Science - Art teacher e.g. History and art - Social subject teacher e.g. EPA - Other. Please specify: __________________ 21. The following is a list of possible actions to improve the environment. Have your teachers asked you to carry out the following activities? (For each statement, please tick ( ) one of the choices only) Never Rare Sometimes always - Re-using or recycling something instead of throwing it away - Taking part in a clean-up campaign or anti-litter scheme of some kind - Making an effort, for environmental reasons, to reduce paper consumption (Please tick( ) one box)

Section IV

Home Background

A) What kind of education have your parents received?

Father: Mother: University Primary University
Primary

College No formal education College

No formal education

Secondary Not sure Secondary

Not sure

B) What are your parents occupations?

Father:

Profession Engineering Government Retired Other

Customer service Executive management Manufacturing/production Self-employed/ owner Please specify: ______________

Education General administrative Construction Worker Unemployed

Sales Homemarker Marketing Unsure

Mother:

Profession Engineering Government Retired Other

Customer service Executive management Manufacturing/production Self-employed/ owner Please specify: ____________

Education General administrative Construction Worker Unemployed

Sales Homemarker Marketing Unsure

End Thank you

Appendix A(Chinese Version)

( )

A)

S.1

S.2

S.3

B)

14

15

16

17

C)

D)

():

1-2

3-4

5-6

7-8

E)

_____________________

F)

______________________

1.

2.

3. 1-3 1 3

4. 1-3 1

5. :

6. :

7. :

8. :

9.

10.

11. ? 15 15 30 31 60

12. ?

13. ?

14.

15. ? - - -

16. ()? 15 15 30 31 60

17. ?

18. ? ( )

19. ( )

20. ()

( )

: : : : : __________________

21. ? - - -

( )

A) ? :

B) ? : / : ____________ /

/ : ____________

Appendix B

A STUDY OF RELATIONSHIP BETWEEN SOCIAL CAPITAL AND YOUNG PEOPLES ENVIRONMENTAL AWARENESS Interview
Dear student, This questionnaire forms the second part of a study of environmental awareness of young people in Hong Kong. Please be as honest as you can and answer every question to the best of your ability. Thank you and enjoy the questionnaire. (ALL YOUR COMMENTS ARE CONFIDENTIAL)

Section I Personal background A) B) C) 7 14 Male 8 15

(Please tick( ) one box) 9 16 Female 17 Other

Year level Age Gender

D) How long have you been living in Hong Kong? 1-2 3-4 5-6 (Years): E) Where were you born? ______________________ F) Name: ________________________

7-8

9 or above

Section II Environmental Awareness 1. Some young people think that Hong Kong people should concentrate on protecting the environment even if it means some reduction in economic growth. How far do you agree? Why? _____________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________ 2. In what ways do you see science and technology influencing the environment? Please give example(s) from your daily experiences? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. What is your feeling about the environmental problems? How are these environmental problems caused? ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. Do you think you are facing environmental problems? What are they? Please briefly describe the main problem? ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 5. What action to improve the environment have you taken in the past year? Do you think it is meaningful to take such actions? ___________________________________________________________________ ____________________________________________________________________ 6. Some young people dont want to take action to protect the environment. What reasons can you put forward for this? ___________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________

Section III About your background 7. How often do your parents talk with you about environmental issues? Some young people dont like to talk to their parents about this. Why do you think this is? ___________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ 8. Do you think your parents influence you in any way to take action to protect the environment? ___________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ 9. What was the most environmentally significant event that you have experienced with your parents with regard to environmental education? When and Where did it occur? Please give some details? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

10. How often do you discuss environmental issues with teachers in school? What environmental topics have you talked with them about? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

11. What sort of issues do you talk about do your teachers talk about environmental issues in classroom? How do they teach the lesson? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 12. Have your teachers talked about environmental issues outside the classroom? When and where did it occur? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 13. Do you think your teachers can influence you to take action to protect the environment? Why? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 14. What was the most environmentally significant event that you have experienced with your teachers with regard to environmental education? When and Where did it occur? Please give some details? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________ End

Appendix B (Chinese Version)

( )
A) B)

S.1 14

S.2 15

S.3 16 17

C)
D) E)

1-2 3-4 5-6 7-8 9

(): : :

_____________________ ______________________

F)

1. ? ? _____________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________ 2. ? ? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. ? ? ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. ? . ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

5. ? ? ? ___________________________________________________________________ ____________________________________________________________________ 6. ? ___________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________

7. ?

___________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ 8. ? ? ___________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________

9. _____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

10. ? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

11. ? ? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________ 12. ? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 13. ? ? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 14. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________