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This research was conducted in the southeastern United States, one of the most rapidly developing regions in the country. The study included two sets of predictor variables: environmental experiences and perceptions (i.e., observation of pollution and assessment of pollution's impact) and residential factors (i.e., rural vs. urban residence and upstream vs. downstream watershed location); sociodemographic characteristics served as control variables. Sequential regression was performed on survey data of watershed residents to isolate the predictors of environmentalism. Observation of pollution and assessment of pollution's impact on water quality were most important for explaining environmental concern, self-reported household-based behaviors, and self-reported likelihood of engaging in water quality improvement efforts. The sociodemographic variables were also significant predictors; the residential variables had limited influence on the dependent variables. These results indicate that stormwater educators should account for experiential factors and perceptions of pollution when designing strategies for encouraging environmentalism.

This paper describes a service-learning project designed for an upper-level sociology course in Policy and Social Change. The project, Breaking Ground, had two main goals: to change students' perceptions about persons who are homeless and to increase students' sense of efficacy for engaging in social advocacy. Through Breaking Ground, students formed a partnership with advocates and homeless clients to raise public awareness about homelessness and to organize advocacy and fund-raising events for the agency partner. The research element of the project used pre-tests and post-tests to assess changes in students' beliefs about social justice, self-efficacy, and perceptions of homelessness. When compared to students who took the class, but did not participate in the described service-learning project, Breaking Ground students experienced significant changes in a positive direction in their perceptions of individuals who are homeless. There were also some small changes in student feelings of self-efficacy and opinions on social justice. I explain these results and provide suggestions for implementation of similar projects.

This study aims to illuminate whether the context of community colleges results in more positive outcomes for students. More specifically, the multilevel analysis aims to predict the race, gender, and socioeconomic status (SES) gaps in student outcomes, and how these are impacted by state coordination. Measures of state coordination include level of state funding, years of existence of state community college system, number of local institutions, type of governance board, degree to which the state is involved in program approval and centralization rank. Results suggest that state coordination has influence over wages in that a higher percentage of state funding was associated with a wider gender gap in earnings. Additionally, the variables associated with more positive outcomes in terms of the race gap in wages were program approval by the state and the presence of a coordinating board. This exploratory study demonstrates the potential of multilevel models in examining the school‐to‐work transition. Future research should be directed toward developing additional models of state coordination.

While many studies have addressed the complex relationship between gender and environmental constructs, few have attempted to determine just how gender influences environmentalism. We argue that the interaction of gender with other sociocultural variables must be examined. Our study includes two of these variables: technological values and self‐enhancement values. Study results indicate that the effect of gender on environmental intentions is moderated by these two variables. This is established in a multicountry study of college students in the United States, Canada, and Germany. In examining willingness to change consumption behaviors, when controlling for self‐enhancement or technological values, the gender effect holds only when there are high scores for the other variable. When technological or self‐enhancement scores are low, men and women are equally willing to change their intentions. The gender by technology effect was moderated somewhat by country. Thus, gender alone does not function independently in its impact on respondents' willingness to change consumption behaviors. The study results have implications for future research on the relationship between gender and environmentalism and for environmental education efforts.

We examine gender differences in public and private environmentally responsible behaviors (ERBs) and whether and how these differences changed between 1994 and 2010. We consider how political attitudes and environmental concern influence the relationship between gender and ERBs. Ordinary least squares regression models were estimated using the 1994 and 2010 General Social Survey. The study results indicate that women had higher levels of private ERBs than men in 1994 and 2010. Political ideology and environmental concern partially explain gender differences in private ERBs in 1994 and fully explain them in 2010. Men and women have similar levels of public ERBs in 1994; in 2010, men's level of public ERBs is significantly higher than women's, after controlling for political ideology and environmental concern. In addition, there are some gender differences in the effects of political orientation and environmental concern on ERBs. Our study indicates that the relationship between gender and environmentalism is complex and that concern and political orientation should be considered when designing strategies to enhance ERBs.

It is often assumed that individuals who are knowledgeable and concerned about the environment will engage in environmentally responsible behavior (ERB). We use data from a large scale Web survey hosted on National Geographic's Web site in 2001-2002 to investigate this premise. We examine whether reading three classic environmental books ( Walden, A Sand County Almanac, and Silent Spring) is associated with the likelihood of engaging in ERB. Conceptualizing this activity as a formative experience and a source of environmental knowledge, we hypothesized that reading such literature would be a stronger predictor of ERB than sociodemographic characteristics (i.e., gender, education, and political orientation), general environmental attitudes (as measured by the New Ecological Paradigm), and concern about specific environmental risks. The results indicated that while reading environmental literature was a stronger predictor of ERB than background characteristics and the NEP, environmental concern was an even stronger predictor. We offer reasons for these findings and make suggestions for environmental education and future research.

In response to calls to study the intersecting identities of race, gender, engineering, and veteran status, we examined the experiences of Black male student veterans in undergraduate engineering (BMSVEs). Black male veterans bring technical skills and worldviews shaped by their military and cultural experiences, which can strengthen the engineering profession. Therefore, we addressed the following question: What support systems do BMSVEs use to navigate engineering education at predominantly White institutions? In this study, we used narrative inquiry through seven interviews with BMSVEs and an identity exercise to share the participants' stories. We employed a counterspaces framework informed by veteran critical theory to learn about the counterspaces used by BMSVEs to find fit and succeed in engineering education. The results indicated that religion and family provide counterspaces for BMSVEs who report being marginalized and minoritized because of their race and veteran identity, respectively. While Black-focused counterspaces are important for traditional-age students developing their identities, they were not similarly important to many older BMSVEs with more developed identities. Although Student Veteran Association chapters served as counterspaces for some BMSVEs, this was not the case for all of our participants-perhaps because they perceived them to be White spaces. Our research showed that BMSVEs found fit in their engineering programs by engaging in one or more counterspaces that supported them on their educational journey. A loving family, a faith community, and ethnic- or veteran-focused organizations can serve in this role. The BMSVEs who found counterspaces were well equipped to thrive in engineering education.

Purpose
– The paper aims to report on the experiences moderating an interdisciplinary graduate-level sustainability seminar. Initiated in Fall 2002, the seminar has explored diverse sustainability topics and reached approximately 150 faculty and students. The paper describes how the course shaped participants' perceptions of sustainability and influenced their viewpoints on interdisciplinarity. The paper discusses the implications of this seminar format for communicating about sustainability and provides suggestions for replicating the course at other institutions.


Design/methodology/approach
– Information about the course is complemented by analyses of the results of 15 in-depth interviews of students and faculty who have participated in the course.


Findings
– The course facilitated positive outcomes for students and faculty by expanding their familiarity with interdisciplinary perspectives on sustainability and environmental issues, increasing respect for other disciplinary perspectives, learning the basic vocabulary of disciplines outside their area of expertise, and strengthening collaborations between faculty. The course can be strengthened with more involvement from colleagues from the humanities and social sciences, and with attention to equal participation from all involved.


Originality/value
– The experience is unique in that it represents a nearly decade-long initiative to teaching about sustainability and biocomplexity from an interdisciplinary perspective. The innovative format, content, and pedagogical approach used for this course can be easily implemented in other disciplines. The learning community has facilitated other teaching and research endeavors. This model of sustainability education can advance understanding of complex environmental issues at a time when both interdisciplinarity and sustainability are becoming more common in higher education.

Black men are underrepresented in engineering in general and computer engineering (CPE) in particular. Using two unique datasets, (1) the Multiple Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) and (2) 10 interviews with Black men who persisted in or switched away from CPE at two predominantly White institutions, we contextualize the outcomes of
Black men in CPE at predominantly White institutions and highlight these students' narratives about their educational experiences. We use Schneider's attraction, selection, and attrition framework to
better understand how institutions shape the educational experiences of Black men in CPE. Our quantitative
results show that Black men switch majors away from CPE at similar rates to men of other
ethnicities, but they have a slightly lower rate of persistence through eight semesters. Black men who
leave CPE do so earlier than they leave other majors. In our qualitative interviews, we find that early,
hands-on experiences in CPE during the first year served to select students into it. Persisters better
understood what the CPE major entailed than switchers when selecting the major. Attrition was associated
with poor experiences in foundational courses, lack of caring faculty, and students' reconsideration
of their reasons for choosing the CPE major initially. Our findings have implications for electrical and computer engineering faculty and advisors regarding how they teach and interact with their students, particularly those who are historically minoritized. Should the departments make the changes we suggest, the students would be the ultimate beneficiary of an improved environment for learning.

As student veterans transition to four-year institutions from the military, they navigate pathways that are often neither linear nor easy. Using Turner's theory of liminality, we examine student veterans' perspectives of the transition from military to civilian life. Interviewees include 60 student veterans from all military branches from four universities in the USA. Student veterans describe successes and challenges as they matriculate into engineering education as transfer students. Analyses of qualitative data yield original findings about the importance of mentors and student veteran networks for fostering student veterans' educational interests and in promoting their persistence. This study uses a framework of liminality to highlight the bridge between prior military position and a forthcoming reentry into society with a new professional identity as an engineer. In describing their studies, student veterans greatly valued military-learned skills, such as patience, discipline, and technical skills, that give them an advantage in their engineering studies. These findings will be relevant to researchers studying transitions in general and researchers investigating veterans or other populations experiencing transitions. University leaders, including student affairs administrators, faculty members, and others who serve the student veteran community will also benefit from the results.