Classroom Culture Wars
As more of the nation’s teachers seek to integrate climate science into the curriculum, many of them are reckoning with students for whom suspicion of the subject is deeply rooted.
In rural Wellston, a former coal and manufacturing town seeking its next act, rejecting the key findings of climate science can seem like a matter of loyalty to a way of life already under siege. Originally tied, perhaps, to economic self-interest, climate skepticism has itself become a proxy for conservative ideals of hard work, small government and what people here call “self-sustainability.”
Assiduously promoted by fossil fuel interests, that powerful link to a collective worldview largely explains why just 22 percent of Mr. Trump’s supporters in a 2016 poll said they believed that human activity is warming the planet, compared with half of all registered voters. And the prevailing outlook among his base may in turn have facilitated the president’s move to withdraw from the global agreement to battle rising temperatures.
“What people ‘believe’ about global warming doesn’t reflect what they know,” Dan Kahan, a Yale researcher who studies political polarization, has stressed in talks, papers and blog posts. “It expresses who they are.”
But public-school science classrooms are also proving to be a rare place where views on climate change may shift, research has found. There, in contrast with much of adult life, it can be hard to entirely tune out new information.
“Adolescents are still heavily influenced by their parents, but they’re also figuring themselves out,” said Kathryn Stevenson, a researcher at North Carolina State University who studies climate literacy.
Gwen’s father died when she was young, and her mother and uncle, both Trump supporters, doubt climate change as much as she does.
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