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Biophilia: a study of how nature-focused environments influence Black student wellbeing through an ecological systems theory
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Biophilia: a study of how nature-focused environments influence Black student wellbeing through an ecological systems theory
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Content
BIOPHILIA: A STUDY OF HOW NATURE-FOCUSED ENVIRONMENTS INFLUENCE
BLACK STUDENT WELLBEING THROUGH AN ECOLOGICAL SYSTEMS THEORY
LENS
by
Veda Ramsay-Stamps
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the Requirements for the Degree
DOCTOR OF EDUCATION
May 2023
Copyright 2022 Veda Ramsay-Stamps
1
Dedication
This dissertation is dedicated to my husband and daughters. I hope our children’s children
are proud of the world we create for them as they fly high through the dandelion dreams of our
ancestors.
2
Acknowledgments
Thanks to the support and love of those around me, I’m living my dream!
I am infinitely grateful to my dissertation committee and chair for their help during my
research and writing process. I could not have done it without them. To Dr. Tracy Poon
Tambascia, Dean Pedro Noguera, and Dr. Alan Green, thank you from the bottom of my heart!
Dr. Tambascia, you are such a brilliant and beautiful soul. Dean Pedro, thank you for taking time
out of your busy schedule to provide additional support.
I also want to acknowledge the USC Rossier School of Education team, especially Dr.
Sabrina Chong. I truly admire Dr. Mark Robison for his intellect. I am deeply grateful for having
had the opportunity to learn from all of my professors throughout the program and while abroad
in Finland, Brazil, and South Africa. Although I could not attend the South Africa in-person
session with my cohort, I am eager to join the next one. I know these once-in-a-lifetime
opportunities will stay with me forever.
I could not have achieved my academic goals without my family. They have consistently
been my biggest supporters, and I am so grateful for them. My husband Darrell, the love of my
life, was always there as a steady hand and friend during my late-night study sessions, even when
he had his own things going on. My eldest daughter Kayla is a queen and creative leader who has
shared her love, humor, and joy throughout this journey. My youngest daughter Samara is a
queen and boss who demonstrates confidence and patience. They both bring joy into my life
every day and have served as great listening boards as I worked out research concepts.
I grew up surrounded by a big, colorful family that instilled in me the belief that, no
matter what happened, they would always love me deeply. I am incredibly grateful to my parents
Reva and Jerome for allowing me to fly. They created the loving home environment that I
3
needed to succeed academically and prepare for life. Without their help, I do not know where
would I be today. They mean everything to me. I absolutely love them. I am incredibly thankful
for my mother, Victoria. She instilled confidence in me from a young age by frequently telling
and showing me that I was smart while also exposing me to the beauty of nature. By raising me
in multicultural environments and only giving me Black dolls as toys (which were great for my
development), she helped shape who I am today. Despite not having many resources or
transportation, my mother found ways to take me to the beach, the bayous, the lake, the woods,
parks, gardens, and mountain hikes—usually with help from her parents and siblings. Indeed,
some of my best memories with my relatives are in nature: visiting Yosemite, having barbeques
at parks and lakefronts, and catching waves at the beach, among many others. All of them—Pat
(rest in peace), Joe, Jerome, Grace, Venice, Charles, Ricky, Madonna, Brien, Patrice, Giselle,
Shannon, Janiva, Janee, Jonovan, Venesha, Monique, James, Jason, Sabrina, Inger, Anya, Nadia,
Ricky Jr., India, Xavier, and all the younger baby cousins who came later—made experiencing
the great outdoors incredible fun. Our bond has made me stronger when facing many tough
challenges throughout my life, and now I want to help others going through similar challenges.
Finally, I would like to express my gratitude for my friends and colleagues who
supported me. I truly admire and appreciate Safiya, Tranine, Gwen, and Dezie—thank you for
your vote of confidence. My deepest thanks go to my community members who have been there
for me. Words cannot express how much I appreciate all of them. To artists like Brandi Junious
and Moriah Johnson, thank you for inspiring me through your art.
I want to give a big congratulations to my fellow USC Rossier School of Education
Cohort-C9! students and alumni. It’s official: We accepted the challenge, did the work, and are
4
now entering the next stages of our lives and careers. Let’s continue supporting each other
through everything that comes our way. Go Trojans! Fight on!
God is good!
5
TABLE OF CONTENTS
Dedication 1
Acknowledgments 2
List of Tables 7
List of Figures 8
Abstract 9
Chapter One: Introduction 10
Background of the Problem 12
Purpose of the Study 15
Importance of the Study 15
Organizational Context 16
Overview of Theoretical Framework and Methodology 17
Incorporating Ecological Theory and Biophilia into One Framework 18
Methodology Overview 18
Limitations 18
Definitions 19
Organization of Dissertation 21
Chapter Two: Literature Review 22
Black Students within an Ecological Systems Context 23
Black Student Biophilia and Biophobia 26
Decline of Green Space 28
Academic Barriers Within a Concrete Jungle 28
COVID-19 Pandemic 29
Mental Health and Wellbeing Challenges 31
Biophilia 32
Biophilia Hypothesis 34
Biophilic Design and Biophilic Urbanism 35
Connecting Nature with Structural Designs 35
Benefits of Biophilic Design on Student Wellbeing 37
Stress Reduction 38
Cognitive Performance 39
Emotional and Social Resilience 42
Approaches to Exposing Biophilic Design to Black Students 42
Exposure to Nature Through Outdoor Activities 43
Biophilia-based Pedagogy 43
Theoretical Framework: Bronfenbrenner’s Bioecological Systems Theory 44
Incorporating Ecological Theory and Biophilia into One Framework 45
Biophilic Microsystem 46
Biophilic Meso- and Exosystems 46
Biophilic Macrosystems 47
Conclusion 47
Chapter Three: Methodology 48
Research Design Features and Methods 48
6
Organization Overview 50
Population and Sample 52
Survey Sampling Criteria and Rationale 52
Interview Sampling Criteria and Rationale 53
Focus Group Sampling Rationale and Criteria 53
Instrumentation 54
Interview 54
Survey 55
Focus Groups 56
Data Collection 57
Data Analysis 58
Qualitative Analysis 59
Ethics 59
Credibility and Trustworthiness 61
Conclusion 62
Chapter Four: Findings and Major Themes 63
Participant Demographics 63
Survey Participants 63
Interview Participants 65
Youth Focus Groups 66
Emerging Themes 66
Theme 1: Biophilic Exposure, Learning, and Design in Schools 67
Theme 2: Access and Connection to Nature at Home and in the
Neighborhood 78
Theme 3: Student Biophilia and Biophobia 83
Theme 4. Policy, Systems, and Funding 89
Conclusion 91
Chapter Five: Discussion and Recommendations for Practice 92
Discussion of Findings 93
Responding to the Research Questions 93
Bioecological Model 94
Recommendations for Practice 95
Recommendation 1: Parents, Teachers, Principals, and Policymakers
Should Remove Barriers to Access and Connection 96
Recommendation 2: Develop Culturally Competent Pedagogy Rooted
in Biophilia 99
Recommendation 3: Link Biophilic School Design with Community
Needs 100
Recommendation 4: Increase Targeted Funding and Public Policy
Initiatives for Biophilic Design in Low-income Urban Schools and
Surrounding Neighborhoods 104
Limitations 107
Recommendations for Future Research 108
Conclusion 109
References 112
7
List of Tables
Table 1 Race and Gender of Survey Participants 64
Table 2 Educational Role By Type 65
Table 3 Interview Participant Demographics 65
Table 4 Focus Group Participant Demographics 66
Table 5 Views of Nature in Classroom By Race 76
Table 6 Animals or Pets in Classroom By Race 76
Table 7 Natural Light, Breeze, and Color Found in Multipurpose Space By Race 76
8
List of Figures
Figure 1 Kellert et al. (2008) Biophilic design: Dimensions, elements, and attributes 37
Figure 2 Bangladesh school grounds’ biophilic design intervention 40
Figure 3 Biophilia and bioecological systems theory 45
Figure 4 Researcher’s ethical and moral responsibilities 60
Figure 5 Number of times in the average week engaged in 30 minutes of outdoor activity 68
Figure 6 Educators’ perceived identification with nature 70
Figure 7 Amount of outdoor green space (trees, grass, garden, or hedges) at school site 73
Figure 8 School-incorporated trees, shrubbery, water features, and color in schoolyard 74
Figure 9 Participants indicated which photo most resembled features of their schoolyards 74
Figure 10 Participants indicated which photo most resembled classrooms at their schools 77
Figure 11 Significance of each potential barrier to Black students’ access to nature 79
Figure 12 Black students’ biophilia implementation through bioecological systems 95
Figure 13 Crenshaw YMCA Biophilic renovations in partnership with Jordan Brand 103
9
Abstract
Black students who live in low-income urban areas that lack nature continue to be
disproportionately impacted by structural racism, environmental ecosystems, and social
circumstances, which adversely affect academic achievement and wellbeing. The biophilia
hypothesis posits that humans have an innate connection to nature that is integral to healthy
functioning. Using Bronfenbrenner’s bioecological systems theory as a foundation, this study
further explores how a child’s development is affected by inherited genes and behaviors, their
interactions with people and objects in their environment, as well as symbols they encounter.
This theoretical perspective was used when conducting surveys, interviews, and focus groups.
This study found that, although some schools are beginning to provide features of biophilic
design (e.g., community gardens, nature-based instruction) on their campuses, there is still room
for improvement in other areas, including natural lighting, water features, animals, and indoor–
outdoor learning opportunities. Findings also indicated that the lack of transportation, resources,
and public policies that support access to green spaces are key reasons why Black students have
little access to the natural world. Consequently, students still have much fear and apprehension
about things like animals, the woods/forest, the jungle, and ocean swimming. The study provides
recommendations for how different groups who influence kids, such as educators, nonprofit
leaders, and policymakers, can create opportunities for students to spend time around nature to
help address some of the systemic challenges in Black communities.
Key words: Biophilia, Black students, bioecological systems, structural racism, low-
income urban settings, wellbeing, mental health, environmental justice, nature-based instruction,
green spaces
10
CHAPTER ONE: INTRODUCTION
From the moment enslaved Black children stepped on Virginia’s sandy shores, their
inherent connection with nature has been fundamentally altered by European slave traders who
kidnapped them from their nature-rich homes in Africa. Today, Black students and their families
who live in urban areas continue to be disproportionately impacted by structural racism, their
environmental ecosystems, and social circumstances, which adversely affect their academic
achievement and wellbeing. While the COVID-19 pandemic-related lockdowns forced many
families and children indoors, the economic and social injustices that have disconnected Black
students from nature—overly exposing them to multiple layers of traumatic conditions in their
environment—made it virtually impossible for them to focus on school. However, a growing
body of evidence is making a compelling case that exposure to nature and biophilic-designed
environments provide numerous health, wellbeing, and academic performance benefits (Kellert,
2018).
Biophilic design consists of architectural and health science practices that stem from both
Eric Fromm (1964), who coined the term biophilia, and E.O. Wilson (1984), who finetuned the
theory, which postulates that humans are intricately connected to nature and its natural design
systems. For instance, a seminal study by Roger Ulrich (1984) found that randomly sampled
patients who had rooms with a window had faster recovery times, needed fewer pain killers, and
experienced fewer complications after surgery. Annerstedt and Währborg (2011) reported similar
physical, mental, and behavioral benefits in their review of 100 studies on the benefits of
exposure to nature.
Low-income urban Black students live in neighborhoods and attend schools with higher
levels of environmental pollution, diesel emissions, and contaminated water (Johnson et al.,
11
2021). Research has linked the effects of environmental pollutants to health disparities, such as
high asthma rates, low-birth rates, and mental impairment (Johnson et al., 2021). Asthma impacts
low-income Black students at higher rates and are correlated with low academic performance
and school attendance (Johnson et al., 2021). In addition, urban schools maintain very little green
space, tree cover, vegetation, and color. These asphalt-laden ecosystems limit opportunities for a
child’s inherent connection with and access to nature and its potential benefits. Research has
shown that students in schools that have tree cover, natural lighting and materials in classrooms,
and access to outdoor green spaces have better school attendance, higher test scores, and
ameliorated motivation to learn (Kellert, 2018). Kuo et al.’s (2018) linear mixed model study
found significantly higher math test scores at 318 public schools with green cover in Chicago,
with a marginal significance in reading scores. Kellert (2018), in a national study of 1,500
middle schoolers, also found a high correlation between exposing students to nature and
augmented learning skills, better self-esteem, improved critical thinking, physical strength, and
creativity.
Nature is a public good that provides a myriad of health, wellbeing, and cognitive
developmental benefits to children (Kellert et al., 2008; Louv, 2008; Taylor et al., 2021; Ulrich,
2008). White et al. (2019) found that 120 minutes per week of direct exposure to woodlands,
parks, and beaches is associated with self-reported “good health and wellbeing” (p. 1). For this
study, wellbeing as a subjective construct that is defined and measured by how students feel
about themselves, their positive and negative emotions, their relationships with others, and their
self-actualization within a school learning context (McLellan & Steward, 2015). However, the
benefits of well-being remain difficult for Black students to access (Rowland-Shea et al., 2020).
Of the 7.7 million Black students enrolled in pre-K through grade 12 (PK-12) in the United
12
States, one-third live in impoverished communities that lack the necessary resources to help them
succeed. The National Center for Education Statistics (NCES) and Institute of Education
Sciences (2021) reported that nearly one-third of Black students in the United States lived in
poverty in 2021, compared with only 10% of White students. The NCES report further
highlighted that those Black students were disproportionately living in single-parent households
with caretakers who had less than a high school education. In addition, Black children in urban
settings spend less time outdoors engaging with nature and more time indoors on mobile devices
than their White, Asian, and Hispanic counterparts (Kellert et al., 2017).
Background of the Problem
A recent study found that 68% of Black Americans lived in neighborhoods that are
deprived of nature (Landau et al., 2020). Another study noted that many neighborhoods have,
…fewer trees to filter the air and provide shade on a hot day; fewer wetlands and marshes
to clean the water and to protect communities from floods and storm surges; there are
fewer parks where children can grow their curiosity and fewer trails and public spaces.
(Rowland-Shea et al., 2020, para. 6)
The Covid-19 pandemic highlighted the immense disparity in ability to experience nature
between Black and non-Black students. While affluent parents were able to find safe and
affordable outdoor activities, green spaces, water features and places to learn near them during
the pandemic, Black parents did not have this same privilege. It is worth noting that being
deprived of nature deprives children who live in these areas from having certain rights, such as
clean air and water, after they spend a long time indoors doing online learning (Rowland-Shea et
al., 2020).
13
Many environmental injustices come from a long history of racism and segregation that
have shaped our reality today. For example, redlining was a policy practiced by mortgage lenders
in which areas with large Black populations were noted on maps using red ink, essentially
walling off these neighborhoods from development and investment that were instead focused on
neighborhoods filled with their White counterparts (Perry, 2020). Not only did this limit access
to homeownership and capital for Black people, but it also meant that Black neighborhoods were
not protected from environmental hazards or gentrification. Redlining practices led to the
deterioration of public health and safety, particularly in Black and Brown communities. The
effects of redlining are still felt today (Rothstein, 2017). People living in areas that were
previously redlined experience higher rates of poverty, inadequate housing conditions, and
limited access to healthcare services, contributing to a heightened risk of violence in these
communities as well as an increased vulnerability to exploitation by gangs and drug traffickers.
These disparities are further exacerbated by the fact that Black youth are disproportionately
affected by firearm homicides at higher rates than any other group in the United States (Kegler et
al., 2022). Ultimately, redlining resulted in deep-seated racial disparities in home ownership,
wealth accumulation, and overall quality of life.
Redlining is just one example of the many manifestations that perpetuated housing
discrimination and segregated people into neighborhoods that lacked access to nature and green
spaces. Understanding these past injustices helps shape and clarify the current ecological
circumstances of Black students; such understanding is an important precursor for developing
corrective action plans (Noguera et al., 2021). The time spent indoors and lack of access to green
spaces, both pre- and post-pandemic, have had the most profound and negative impact on Black
students.
14
Given such significant amount of time spent indoors, the school environment appears to
be an ideal environment in which students can gain exposure to and benefit from direct contact
with nature (Maller, 2009). Black children, like all children, have a love of and natural affinity
with nature. This deep-seated connection is referred to as biophilia. The biophilia hypothesis
postulates that the human experience is innately tied and attached to nature and this connection is
predicated on biology or evolutionary experiences (Kellert et al., 2008; Kellert & Wilson, 1993;
Söderland, 2019; Wilson, 1984).
Biophilia hypothesis asserts that humans are innately drawn to and benefit from regularly
engaging with nature as physical settings can play a role in coping with stress. Particular
experimental research has found a strong connection between exposure to natural environments
and recovery from physiological stress and mental fatigue, lending support to both biophilia and
stress recovery theories (Berto, 2014). An innovative nature-based curriculum can help build
social, emotional, learning, and educational outcomes (Wilson, 1984).
Biophilic design was developed from this hypothesis on the human connection to nature
and provides an applied understanding and direction that urban planners, architects, and
developers can use to create biophilia in the built environment. Biophilic design has become
popularized by Brown et al.’s (2014) 14 Patterns of Design (p. 3) toolkit that identifies patterns
to consider when creating designs that advance the wellbeing and health of people in urban
settings. However, this study will examine in greater detail Kellert et al.’s (2008) seminal and
approachable biophilic design in Chapter Two. Given existing evidence that the built
environment plays a significant role in educational outcomes, this study will explore ways in
which biophilia design in schools can decrease stress and improve learning outcomes for Black
students (Determan et al., 2019).
15
Purpose of the Study
This study aims to understand the ecological influences that hinder Black students from
connecting to biophilic environments and how these nature-focused environments affect their
wellbeing and academic performance. This study uses a qualitative design to answer the two
research questions:
• Research Question 1 (RQ1): What are the ecological influences that affect Black
students’ connections to natural environments?
• Research Question 2 (RQ2): How do nature-focused environments influence Black
students’ wellbeing and academic achievement, if at all?
This research examines data and assesses existing research through the lens of
Bronfenbrenner’s (2005) bioecological theory and considers the potential long-term impacts of
environmental and social factors that existed before the COVID-19 pandemic in addition to the
historical structural racism that has contributed to many Blacks disconnect, fear, and lack of
access to nature in urban settings.
Importance of the Study
Many recent studies have discussed the benefits of biophilia in urban settings, but very
few have examined the ways in which historical and current ecological systems have inhibited
Black students from the restorative elements of interacting with nature. This study seeks to
highlight uncommon solutions to the lack of nature on K–12 school campuses and within the
community. The primary and ancillary lines of inquiry in this study may help policymakers, non-
governmental organizations (NGOs), and educational leaders address inequities in opportunities
for exposure to nature, which research has shown improves people’s health and wellbeing. This
research integrated current evidence on the benefits of exposing Black students to wildlife,
16
particularly those who lack access to nature, to create meaningful learning opportunities and
public policy applied in practice to prevent the system from returning to its precursor. In this
way, the research aims to improve Black mental wellbeing in the educational ecosystem and
explore how Black students’ exposure to biophilic environments may reduce stress levels and
improve academic performance. It also strives to provide more opportunities for Black students
to connect with nature, increase their emotional attachment to it, and foster a sense of community
around natural places (Tabb, 2021).
Organizational Context
This study included surveys distributed to various regional and national organization such
as the Children and Nature Network and the Green School Alliance, which partner with schools
and teachers to provide students opportunity to connect with nature. The Children and Nature
Network (CNN) is an organization that encourages nature-based experiences for children
throughout childhood by mobilizing and supporting stakeholders such as educators,
policymakers, and parents. By increasing equitable access to nature, CNN’s mission is to ensure
that children—and the natural world—can thrive. This national organization supports the idea
that equitable access to nature needs to be driven by public policy and programmatic system
change. CNN and the National League of Cities launched the Green Schoolyards Technical
support through the Cities Connecting Children to Nature Network (CCCN) in 2020 (CNN, n.d.).
This initiative provides more than 28 cities with resources to develop strategies to create more
green spaces in both schools and neighborhoods.
The Green School Alliance (the Alliance) is a nongovernmental organization that creates
connections to support the greening and sustainability efforts of schools around the world. It
17
provides best practice knowledge, public policy insight, and services to 6,000 schools and
organizations (Green School Alliance, n.d.).
Overview of Theoretical Framework and Methodology
Bronfenbrenner’s (2005) bioecological model builds from his original ecological systems
theory, which contends that children’s development is bidirectionally influenced and shaped by
five complicated environmental systems: microsystems, mesosystems, exosystems,
macrosystems, and chronosystems (see Figure 1). Bioecological theory explores the transactional
ways in which a child interacts with the environment and how that environment in turn impacts
the child’s growth and development over time. The microsystem is composed of the people and
settings closest to the child, such as family, peers, teachers, and childcare providers. It can be
thought of as the contact zone where children interact directly with their physical and social
environments. The mesosystem consists of interactions between two or more contexts within a
person's microsystem; these could include parent-teacher meetings at school or exchanges
between parents on how to best raise their children. The exosystem is composed of larger
systems in which individuals do not necessarily participate directly but still influence the
environment. Examples of this could be parents’ work environments, the media, or the policies
and laws of a community. The microsystem encompasses larger cultural values, beliefs, and
traditions that influence micro- and mesosystems in a society. And finally, the chronosystem
recognizes how changes to any of these systems over time can affect an individual's
development. The study aimed to investigate the ecological influences on Black students’ ability
to access and connect with nature for their wellbeing, using the frameworks of biophilia and
bioecological systems. In summary, Bronfenbrenner's bioecological model provides a
18
comprehensive framework for understanding how multiple systems interact with one another to
shape child development.
Incorporating Ecological Theory and Biophilia into One Framework
According to the bioecological model, parents, caregivers, and teachers engage in
transactional relationships with children that affect their development. Furthermore, these
interactions are influenced by environmental settings, which are consequently affected by
cultural norms and public policy. The current study examined how these relationships might
interact when incorporating biophilic design and exposure to nature into a child’s growth and
development. Specifically, it explored how these interdependent systems promote Black
students’ health, both mental and physical, and their academic performance through biophilia.
Methodology Overview
This qualitative study was done with a transformative worldview that included multiple
sources of data, such as surveys, semi-structured interviews, and focus groups. This method of
data collection invited more open responses since participants were not bound by pre-determined
scales or questionnaires. (Creswell, 2020). The study not only collected qualitative data but also
used surveys and structured questions to generate reliable patterns and content. The study
interviewed a total of 10 educators who hold various positions across different institutions. The
study collected data from focus groups and surveys of 9 participants and 61 K-12 teachers in
different cities across the United States.
Limitations
Every research study design has inherent limitations when it comes to data collection,
analysis, and findings (Creswell, 2020). One of the limitations to consider with this study is
interviewer bias and selection bias. The researcher took precautions to minimize selection bias,
19
however a question about demographic info still created an error in selecting participants for the
data analysis. Respondents who were students filled out the survey but were not included in what
was looked at. Because the survey went out to various organizations and individuals through
snowballing, there may have been more white educators represented. These individuals work at
Black schools but are more likely to be aware of biophilia and environmentally conscious than
culturally competent. This could have skewed results that do not accurately reflect the opinions
of that outside of this demographic. Additionally, since responses were anonymous, it is possible
that respondents exaggerated or minimized their answers depending on their own personal
biases.
Finally, there may be other unmeasured factors that have influenced educators' attitudes
towards connecting students with nature such as prior experience with environmental education
or curricular resources available in the school or district. These factors would need to be
controlled for in future research to draw more accurate conclusions. Although this study has
presented its findings, it is important to consider the limitations that have been discussed to
understand how best to interpret the results and inform future studies (Creswell, 2020).
Definitions
Biophilia is a relatively new theoretical framework, yet many theoretical concepts are
closely related to biophilia and biophilic design. In this study, nature and biophilia will often be
used interchangeably. Bioecological is another significant concept that will be used throughout
the text.
Biophilia
Erich Fromm (1964) coined the term biophilia, which E. O. Wilson later adopted this
definition, which posits that humans have an emotional affiliation with other living organisms
20
that is passed down through generations. In other words, it is innate and part of who we are as
people.
Biophilic Design
Biophilic design is an offshoot term of biophilia coined by Stephen Kellert, Roger Ulrich,
Bill Browning, and Judith Heerwagen, who advanced the ideas and application of architectural
design elements associated with biophilia (Beatley, 2016).
Bioecological Systems
A bioecological system encompasses an individual's personal traits as well as the
environmental context they are situated in. Furthermore, to get a comprehensive understanding
of both the person and their environment, these two elements must be analyzed simultaneously.
Biophobia
Biophobia is the disconnection and fear of nature that create behaviors unconcerned with
or harmful toward the environment.
Biophilia Paradox
A biophilic paradox occurs when a contradictory relationship exists between a person’s
innate inclination to connect with nature and his or her ecological realities.
Concentrated Poverty
Concentrated poverty refers to a geographical area with an overrepresentation of high or
extremely high rates of poverty, in which at least 40% of the census tract population is below the
poverty line.
Ecological
Ecological refers to the study of ways in which living things interconnect in
environments.
21
Structural Racism
Structural racism refers to a pervasive system that reinforces racial inequality through
historical and current public policy, organizational practices, and cultural norms, thus
maintaining societal advantages and disadvantages associated with skin color.
Organization of the Dissertation
This dissertation is composed of five chapters. The first chapter provided an overview of
the research on the current and historical challenges Black children face in systems that do not
appear to promote their access to and relationship with nature. This chapter also sets the goals
and describes the key terms utilized throughout the study, highlights the research questions, and
briefly describes the theoretical framework that will guide the study. Chapter Two synthesizes
the relevant research and the conceptual framework connected to the study’s scope. It includes a
discussion of the historical challenges Blacks have faced in building connectivity to nature and
builds an understanding of Black children’s biophilia access and acculturation, benefits of
biophilia, and the intersections of Black children’s experience with nature within a bioecological
framework. Chapter Three highlights the qualitative approach used to tackle the two proposed
research questions. Chapter Four will describe the data collection process and findings from the
surveys and semi-structured interviews. Chapter Five presents a discussion of a proposed
community public policy agenda and pedagogical plan based on the research results and
literature review.
22
CHAPTER TWO: REVIEW OF LITERATURE
Today, Black students and their families live in neighborhoods that are impacted by
ecosystems that lack natural and economic resources, which is affecting their academic
achievement and wellbeing. The literature review discussed historical injustices that have
continued to disconnect Black students from nature. Such ongoing exposure exposes individuals
to multiple layers of traumatic conditions in their environment. As a result, Black students
encounter difficulties when trying to focus on school. This study defined this dynamic as a
biophilic paradox—namely, when a contradictory relationship exists between Black children’s
innate inclination to connect with nature and ecological systems, making it difficult to access
nature.
Nature provides children with various health, wellbeing, and cognitive developmental
benefits (Kellert et al., 2008; Louv, 2008, Taylor et al., 2021; Ulrich, 2008). However, Black
students have challenges in accessing such benefits (Rowland-Shea et al., 2020). As Kellert et al.
(2017) explained, Black children in urban settings tend to remain indoors and spend less time
outdoors than their non-Black peers. As previously stated, more than twice the number of Black
students live in poverty than their White counterparts (NCES & Institute of Education Sciences,
2021) and tend to live in single-parent households in which their caretakers have less than a high
school education. To explore the deep-seated connection to nature (i.e., biophilia) and its impacts
on Black students’ educational outcomes, this study used Kellert et al.’s (2008) biophilic design.
This design, which incorporates six design elements and 72 attributes under two dimensions,
emphasizes the importance of planners incorporating both naturalistic and place-based
dimensions. Naturalistic dimensions include forms and shapes found symbolically, directly,
indirectly, and inherently in humans’ connection to nature. Place-based dimensions are the
23
architectural design of buildings and landscape that reflect the ecological and cultural locale of a
geographic area. The two dimensions’ six design elements are environmental features, natural
shapes, natural patterns and processes, light and space, place-based relationships, and evolved
human–nature relationships. Within each of the six elements are features that describe the
applicable characteristics.
In an effort to understand biophilia in greater depth, this chapter first reviews literature on
the history of Black students’ relationship with nature, the progressive lack of exposure to
biophilic environments, and the impact of this lack of exposure on the wellbeing and academic
performance of K–12 Black students within the urban ecological system. The review also
explored the characteristics and benefits of biophilia and biophilic design, which asserts that
humans are innately connected to nature through their biology. Finally, this chapter connects
biophilia theory with Bronfenbrenner’s (2005) bioecological model to frame an understanding of
the potential impact of natural environments on Black students’ wellbeing and academic
performance. This chapter ends with a discussion of Bronfenbrenner’s bioecological systems
theory, the theoretical framework guiding this study. In this way, the literature review informs
the two primary research questions guiding this study:
• Research Question 1 (RQ1): What are the ecological influences that affect Black
students’ connections to natural environments?
• Research Question 2 (RQ2): How do nature-focused environments influence Black
students’ wellbeing and academic achievement, if at all?
Black Students within an Ecological Systems Context
The historical legacy of exploitation, racism, and discriminatory policies, systems, and
practices has excluded Blacks from accessing trees, green spaces, and other natural environments
24
and in some instances, placed them in toxic environmental conditions. Noguera and Alicea
(2021) argued that structural racism is not dependent on an individual’s racist actions, but instead
on the function of systems and institutions. As an example, structural racism is demonstrated
through public policy and institutional structures that permit Black families and their children to
be disproportionately exposed to polluted water sources, unwelcome highways, landfills, and
limited access to nutritious food options or nature.
Johnson et al. (2021) found that predominately Black communities in Los Angeles
County endure higher shares of adverse environmental challenges than wealthier White
communities. Consequently, Black students residing in urban areas are more likely to suffer from
health concerns such as asthma and obesity. These issues then lead to poor attendance, high
dropout rates, chronic absenteeism, and lower grades (Johnson et al., 2021). In urban schools,
structural racism operates through school funding policies, which are often based on local
property taxes (Darling-Hammond, 2010).
According to DeLuca and Demo (2001), considering ideas related to wilderness in a
historical context while analyzing explicit racial connotations enables researchers to encourage
mainstream environmental institutions as well as society to consider alternate understandings of
and experiences with nature. For instance, Kellert (1984) asserted that human emotional
connection to nature predicts their knowledge about nature, their experience with nature, and the
kinships they develop to the environment.
A significant body of research has demonstrated that many Black people are disconnected
from nature; some even fear it, preferring more urban landscapes (Lewis & Hendricks, 2006).
However, prior to the European initiation of the slave trade, most West Africans lived in
environments rich with trees, precious metals, animals, and water elements. Even when forcibly
25
transported through the Middle Passage as part of the slave trade, Africans brought with them
spiritual customs and beliefs that an interconnectedness exists among the spiritual, human, and
environmental realms, where harm to one would indelibly impact the others (Glave, 2010). The
research of various environmentalists leads one to believe that Black people are naturally
estranged from nature and less likely than other groups to have an attachment to environmental
issues. However, this portrayal of history is inaccurate (Anifowoshe, 2020). Through a
bioecological lens, examining the phenomenon of Black individuals’ fragmentation from
nature—or biophobia—has more to do with the interplay between historical and current macro
systems; it influences the behaviors and attitudes of the individual and cultural groups on both a
micro- and exosystem level throughout history (Bronfenbrenner & Morris, 2007). Throughout
the past 400 years, many Black people were forced to leave their native lands. Despite this, they
were still able to hang on to a lot of their physical, spiritual and nature-inspired customs
(Anifowoshe, 2020). Dunning (2021) noted:
To be a slave was to be an unwilling party to multiple violations of the natural world; it
was to participate in a system of extraction that was also extracting humanity out of you;
it was a compulsory victimization that exploited both the land and yourself (p. 14).
Dunning argued that such forced servitude invoked a fear that was further exacerbated by forced
labor; it also racialized the landscape until an individual’s beliefs about his or her own freedom
and engagement with nature became dependent upon the individual’s bondage. Such bondage
prevented individuals’ freedom of movement and restricted them from walking outdoors,
unsupervised, for pleasure.
This reality is in stark contrast to narratives in which some West Africans describe their
relationships with nature prior to slavery (Dunning, 2021). Equiano (1789) described his
26
experience as a free man in Benin as a place where “land [was] uncommonly rich and fruitful”
and human labor was applied mostly to give back to the abundant blessings nature provided (e.g.,
palm trees, vegetables, fruit, and animals) (p.16). Such narratives suggest that, prior to slavery,
Blacks had a more synergistic relationship with nature as a result of this unrestrained access. Yet
the many fears about nature that have since changed and become more nuanced appear to be
more connected to the access granted through one’s social and ecological circumstances (Kellert
et al., 2017; Rowland-Shea et al., 2020; Taylor, 2018, 2019).
Black Student Biophilia and Biophobia
A plethora of earlier biophilia-related research has linked Blacks to unfavorable attitudes
toward the environment and nature (Kellert, 1984; Lewis & Hendricks, 2006; Schroeder, 1989).
Johnson et al.'s (2004) research, based on the 2000 National Survey on Recreation and the
Environment found that Blacks are less likely than Whites to visit wilderness areas or engage in
wildland-related recreational activities—with fishing being the exception. For instance,
Schroeder (1989) and Kellert (1984) postulated that Blacks who live in urban areas are less
informed about environmental issues than White suburbanites and rural residents. However,
many of these early studies focused heavily on racial differences without considering variables
within students’ ecosystems. In a study of college students’ views of nature, Taylor et al. (2021)
found that Black (52.5%), Latinx (55%), and Asian (51.6%) students were more likely than
White (35%) students to think about their “disconnections from nature” (p. 30). The study further
examined the notion of a “sense of connection to nature” and found that 93.3% of Blacks, 94.7%
of Latinx/other, 81% of Asians, and 96.1% of Whites “felt neutral/somewhat/very connected to
nature” (p. 30). As previously indicated, the notion that Black people inherently do not care
27
about the environment does not provide an accurate historical picture of the Black experience of
connection with nature (Taylor, 2018).
Although Black individuals’ disengagement from nature is not an intrinsic characteristic,
numerous studies have highlighted Black people’s biophobia, or fear of nature. For example,
Taylor (2019) found that minority students were more likely than White students to be fearful of
and think about the dangers of nature and, thus, be disconnected from nature. Indeed, when
contemplating engaging nature, almost 64% of Black students reported being concerned about
predators in nature, such as wild animals, compared to 33% of White students (Taylor, 2019).
However, Taylor (2018) rejected the notion that Black individuals’ fear of nature is inherent or
biologically based, as such a conclusion fails to consider other factors. Many Black students and
their families have phobias and are disconnected from nature due to racialized public policies
and practices implemented during the slavery and Jim Crow eras, which robbed them of
opportunities to enjoy public parks, beaches, wetlands, and woods, thereby excluding them from
experiencing nature on their own terms (Finney, 2014).
Johnson (1998) found that Blacks are generally less attracted to wildlands than whites.
He suggested that this may be due to an intergenerational memory of violence and oppression
associated with Blacks' connections to the woods. As a result, Johnson concluded that Whites are
more likely than Blacks to have strong attachments to wildlands. Johnson (1998) argued that
environmentalism was primarily associated with White people, and because of racism, the
environmental movement has often been neglectful or even hostile toward Black individuals. It is
essential to shift negative perceptions about wildlands before they become ingrained in social
attitudes over time (Johnson, 1998). Ultimately, Johnson (1998) argued that environmentalism
and outdoor recreation should be more inclusive of different cultural perspectives if we are to
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create a more equitable and environmentally just world. By addressing the historical legacies of
racism in outdoor spaces, we can create opportunities for Black people to access and enjoy
nature on their own terms (Johnson, 1998).
Decline of Green Spaces
Green spaces such as tree cover, community gardens, nature conservation areas, streams,
green rooftops, and forests are essential ecosystems in communities that help maintain the
balance between pollutants and urban congestion (Wolch et al., 2014). However low-income
Black communities are disproportionately losing this natural land and vegetation at rates higher
than White communities in the western United States (Landau et al., 2020). Landau et al. (2020)
examined the U.S. Census 2017 Human Modification (HM) data, which have a metrics between
0 and 1 that measures human land use on a pixelated map. More specifically, the data revealed
that Blacks experienced 6.8% higher HM or loss of natural land than the average American,
whereas Whites experienced 11.7% less nature loss in their communities (Landau et al., 2020).
This decline can, in part, be directly linked to racism, White flight (the act of Whites leaving a
community en masse because of Blacks moving in), and the Great Northern Migration of six
million Black people that took place between 1916 and 1917 (Taylor, 2019). This migration
juxtaposed the inhumane plantations of the South, with their lush green spaces and animals,
against the free urban areas in the North, with limited green spaces in cities such as Chicago,
New York, Detroit, and Baltimore (Lewis & Hendricks, 2006).
Academic Barriers Within a Concrete Jungle
Black students and their family members are disproportionately living in neighborhoods
that lack clean air, water, healthy food options, green space, and quality health services. As a
result, Black students face numerous barriers to academic success due to the conditions of their
29
environment. Studies have found that living in poverty and environmental stress can lead to more
disruption in school, lower cognitive scores, and increased absenteeism (Smith et al., 2020).
Moreover, economic and social injustices, coupled with ongoing exposure to police brutality and
violent acts, expose Black students to multiple layers of traumatic conditions that impede their
ability to learn.
The lack of educational resources available in many neighborhoods inhabited by Black
families leads to inequitable learning opportunities for these students. Children living in poverty
attend schools with fewer teachers and inadequate curricular materials (Noguera et al., 2019).
Furthermore, educational policies are often crafted without consideration for the various needs of
Black students and families, leaving them at a disadvantage.
The educational disparities faced by Black students are further exacerbated by structural
racism within schools. Studies have found that Black students face greater discipline than their
White peers, with suspensions being disproportionately higher for African American and Latino
youth (Noguera et al., 2019). Furthermore, lack of diversity in school staff often leads to lower
academic expectations for these students and can lead to feelings of alienation and disconnection
from the school environment.
COVID-19 Pandemic
The 2020 pandemic further exacerbated this situation. In the fall of 2020, Curriculum
Associates, LLC (2020) conducted a study involving students from eight states—namely,
109,066 students for reading analysis and 148,868 students for math analysis—to compare the
historical placement average with the 2020–2021 school year. The purpose of the study was to
determine the level of potential learning loss faced by students in schools in the United States.
The study found that, although all students experienced learning loss, schools with a higher
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percentage of Black, Indigenous, and people of color (BIPOC) students saw higher numbers of
students below grade level in both reading and math (Curriculum Associates, LLC, 2020).
UNESCO (2021) noted that approximately 100 million more children worldwide will not
reach the minimum proficiency level in reading due to educational disruptions caused by the
health crisis. Furthermore, these students will continue to face difficulties accessing their
education as a result of full or partial school closures. For Black students living in large cities
built mostly from pavement and man-made structures—often referred to as a concrete jungle—
this pandemic meant they did not have access to quiet outdoor areas where they could focus on
their studies, learn new things, or even get some exercise.
The Harvard Center for Education Policy Research study conducted by Goldhaber et al.
(2022) surveyed 2.1 million students from across 49 states and Washington D.C., finding that the
shift to remote learning during the pandemic had widened achievement gaps along racial and
socioeconomic lines. Black and Hispanic students were faced with more adverse effects, such as
diminished math achievement, incompletion of courses, and higher failure rates in their studies
(Goldhaber et al., 2022). The study also noted that low-income students were more likely to
suffer from worsened academic performance due to the lack of access to suitable technology for
remote learning.
The wide disparity in outcomes between White and minority students underscore the
need for equitable access to quality learning resources for all students during times of pandemic-
induced schooling. The authors concluded that there was an urgent need for more targeted
interventions to help close existing gaps in educational outcomes and ensure that all students
have access to high-quality education regardless of their race or socioeconomic status
(Goldhaber et al., 2022) Furthermore, the authors contended that policy makers should
31
contemplate policies to reduce the differences in remote learning achievements across student
demographics (Goldhaber et al., 2022).
Experimental research has found a strong connection between exposure to natural-like
environments and recovery from physiological stress and mental fatigue, lending support to both
biophilia and stress recovery theories (Berto, 2014). Martin (2006) reviewed literature on
children’s experience in the classroom and found that the classroom environment impacts both
teaching and the learning environment through room organization, noise interferences, lighting,
temperature and air quality, color, and density. For example, colors in a room can decrease or
increase blood pressure and room temperature can inhibit or escalate student frustrations (Martin,
2006). The research noted that there are connections between physical attributes of school
structures and educational performance. Ecosystems that fail to support student wellbeing create
challenges for students to perform at their highest potential academically.
Mental Health & Wellbeing
As previously discussed, the COVID-19 pandemic significantly affected students,
negatively impacting the “7.7 million Black students” in nearly 100,000 United States public
schools disproportionately, when compared to other racial groups (Horsford et al., 2021, p. 6). A
study by the Black Education Research Collective conducted by Horsford et al. (2021) found that
close to 60% of their survey respondents noted that their mental health and wellbeing had been
either extremely impacted (32.7%) or quite impacted (26.5%) by the COVID-19 pandemic. The
national study collected surveys from 440 participants and 82 interviews in six cities across the
country (Horsford et al., 2021). A Gallup (2020) survey of parents also found that nearly 30%
said their child experienced challenges in their emotional and mental wellbeing because of social
distancing and school closures.
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The school closures, coupled with the 24-hour highlights on mass media of the George
Floyd and Breonna Taylor murders, created a double-pandemic of trauma and mental health
challenges for Black students and their families (Horsford et al., 2021). Indeed, questionable
responses to police brutality and COVID-19 further eroded many Black families’ and their
students’ trust in public systems (Horsford et al., 2021). The U.S. Department of Education
(2021) pointed out how pre-existing disparities in resources, opportunities, and outcomes for
students of color created additional race-based disparities in education as a result of the
pandemic. Prior to the pandemic, Black students experienced multiple layers of violent images,
which they viewed and experienced within their homes, at school, in their communities, and on
social media (U.S. Department of Education, 2021). Since the pandemic these challenges have
become more pronounced.
Biophilia
In Latin, bio means life, and philia means attraction to or love of (Fromm, 1964, cited in
Söderlund, 2015, p. xi; Söderlund, 2019). Identifying and understanding the characteristics of
biophilia, including the biophilia hypothesis, biophilic design, and biophilia urbanism, play an
important role in conceptually understanding the empirical relationships and connections
between nature and human health and wellbeing. Wilson (1984) was responsible for making the
term biophilia widely known. His theory argues that humans have a natural inclination to
connect with aspects of nature that imitate our environment (as cited in Kellert et al., 2008).
However, the term biophilia was first created by psychologist Eric Fromm in 1964 to explain
human psychological inclinations and the love of life and living things. Fromm believed that
human biophilia cannot be achieved in a society absent of freedom, justice, and security.
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Fromm (1964) argued that people’s awareness of their existence and impending mortality
creates anxiousness and internal conflict, thereby disconnecting them from nature. Urban
environments devoid of nature and green spaces exacerbate this cognitive dissonance, causing
individuals to regress to their violent primitive behaviors, which Fromm (1964) referred to as
“the syndrome of decay” (p. 114).
There are three pathways to combating regressive tendencies that build one’s human
tranquility and balance: “freedom and independence, love for the neighborhood, and love of life
or biophilia” (Fromm, 1964, as cited in Söderlund, 2019, p. 3). Biophilia, utilitarianism, and
other virtue-based value systems provide a framework within which nature can heal us, give us a
sense of freedom, and inspire creativity (Louv, 2008). When individuals have a love of nature
and are connected to a place, they exhibit healthier altruist behaviors within their communities.
Fromm (1964, as cited in Söderlund, 2015, p. 25) highlighted the needed characteristics for
fostering biophilic realization:
● Warm, affectionate contact with others during infancy
● Freedom and the absence of threats
● Teaching by example (not preaching) the principles of inner harmony and strength
● Guidance in the “art of living”
● Stimulating influence of and response to others
● A way of life that is generally interesting
Wilson (1984) further described biophilia as an inborn inclination to gravitate toward life and
lifelike processes. Individuals follow deeply established ways for dealing with and expressing
their emotions as well as thinking critically, solving problems, and processing information. In his
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Pulitzer award-winning book, Wilson (1984) hypothesized that humans have an intrinsic bond
with nature.
Biophilia Hypothesis
The biophilia hypothesis postulates that the human experience is innately tied and
attached to nature and that connection is predicated on biology or evolutionary experiences
(Kellert et al., 2008; Kellert & Wilson, 1993; Söderland, 2015; Wilson, 1984). Kellert and
Wilson’s (1993) seminal theoretical work explored nature’s impact on human value systems,
nature’s connection to human physical and mental well-being, human responses to landscape
aesthetics, and cognitive development. They concluded that these connections are learned and
systematically fall along an emotional continuum ranging from tranquility to fear-based anxiety
and from wonder to apathy. They further explained that the biophilia hypothesis asserts that our
human desire is (p. 21):
● Inherent (i.e., biologically based);
● Part of our species’ evolutionary heritage;
● Associated with human competitive advantage and genetics fitness;
● Likely to increase the possibility for achieving individual meaning and personal
fulfillment; and
● The self-interested basis for human ethic of care and conservation of nature, most
especially the diversity of life.
Based on these assertions, providing a Black student with access to direct nature or
mimicry of nature’s designs will help build connection to nature which will result in improving
well-being and academic performance.
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Biophilic Design and Biophilic Urbanism
Concepts associated with biophilia and biophilic design, such as the importance of green
space and sustainability, are not new. However, there is an increasingly rich body of evidence
associated with biophilic design and its benefits. Biophilic design draws on the belief that
humans have a need for connection with nature, and it is a growing architectural design approach
that focuses on fostering human connectedness to nature, green building, and sustainability to the
built environment while improving the intellectual, physiological, and mental wellbeing of urban
populations. A burgeoning body of work connects biophilic design with the reduction of stress,
enriched creativity, and improved learning outcomes (Browning et al., 2014; Determan et al.,
2019; Kellert et al., 2008; Lee & Park, 2021; Salingaros, 2015). In Determan et al.'s (2019)
study, researchers theorized and combined various neuroscience studies to come to the discovery
that patterns found in nature are not only appealing to look at but were also easily processed by
our brains. Furthermore, these sorts of patterns have a calming effect, which increases focus for
individuals trying to learn something new. Biophilic design planning has evolved and now has
frameworks for design concepts that reflect those found in nature and biology (Browning et al.,
2014).
Connecting Nature with Structural Designs
Salingaros (2015) proposed that the environment and our innate biology should be
incorporated into structural designs to help encourage healing in our built environment. The
biophilic design process should incorporate a bottom-up, inclusive, and innovative approach.
Several factors may impact design scale and patterns, such as demographics and climate
connected to biophilia design application, for practitioners to improve health outcomes and
wellbeing (Browning et al., 2014). Browning et al. (2014) created 14 biophilic patterns within
36
three design elements, “nature in space, nature analogues, and nature of the space,” that help
provide a clearer framework for thoughtful biophilic design (p. 9). Nature in space focuses on the
direct visual and contextual connection people have to/with nature, including contact with trees,
water, animals, sounds, and other environmental elements. Nature analogues indirectly connect
people to nature through biomorphic forms, patterns, and materials designed in the built
environment. Conversely, the nature of space is the way in which people emotionally and
psychologically respond to various spatial patterns, such as views, protected spaces, winding
paths, and obscured features.
Lee and Park’s (2021) research explored biophilic design and the Green New Deal, a
public policy measure aimed at reducing greenhouse gases and creating environmental resilience
and sustainability in building a community’s inherent connections with nature. The results of
their case study provided relevant applications for developing Green New Deal policies—
addressing climate and social and economic inequality—that advance biophilic design projects.
Schools within a child’s microecosystem may be one of the most significant places for
implementing biophilic attributes so that children can experience and connect with nature. Miller
(2018) research explored the impact of biophilic attributes (plants, water, animals, light, color,
etc.) in fourth- and fifth-grade classrooms in 1,845 North Carolina public elementary (PK–8)
schools. The research added to the growing literature based on biophilic attributes and student
understanding in elementary schools and provided insights on low-cost ways to implement the
biophilic design (Miller, 2018). In light of this understanding, the current study will use Kellert
et al.’s (2008) biophilic design, as previously explained in Chapter 1, which is depicted in Figure
1.
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Figure 1. Kellert et al. (2008) biophilic design: dimensions, elements, and attributes
Note: Biophilic design asserts that planners and designers should include both naturalistic and
place-based dimensions. Naturalist dimensions include shapes found directly and indirectly in
humans’ connection to nature. Place-based dimensions are the architectural design of buildings
and landscape that associate with ecological and cultural locale of a geographic area. Within the
two dimensions are six design elements: environmental features, natural shape, natural patterns
and processes, light and space, place-based relationships, and evolved human nature
relationships (Kellert et al., 2008, p. 5).
Given existing evidence that the built environment plays a significant role in educational
outcomes, the next section explores ways in which biophilia design can decrease stress and
improve learning outcomes for Black students (Determan et al., 2019). Particular experimental
research has found a strong connection between exposure to natural environments and recovery
from physiological stress and mental fatigue, lending support to both biophilia and stress
recovery theories (Berto, 2014).
Benefits of Biophilia Design on Student Wellbeing
38
In addition to academic benefits, research has identified the benefits of nature exposure
on an individual’s mental and physical wellbeing and performance (Kellert et al., 2018). The
following subsections discuss these benefits in detail.
Stress Reduction
Contact with natural environments can reduce stress and mental exhaustion (Berto,
2014). Exposure to biophilic environments minimizes the negative impacts of traumatic stressors
and provides vital psychological and emotional shields associated with urban circumstances.
Heerwagen’s (2000) seminal research on biophilia in the workplace revealed that individuals'
productivity increased by 22%, worker motivation and satisfaction increased significantly, stress
and absenteeism decreased, and a sense of well-being rose 20%. Wellbeing, as a subjective
concept, is often used interchangeably with the term happiness that generally describe an
individual’s positive emotions and feelings (McLellan & Steward, 2015).
Many Black schools are asphalt-rich environments devoid of wellbeing-enriched
elements such as natural lighting, interior/exterior plants, water features, landscaping, trails, and
elements of refuge and exploration. Biophilic ecosystems provide more effective calming
opportunities than urban settings, enabling people to recover from the loss of intellectual
performance attributed to trauma and stress. An extensive laboratory study conducted by van den
Berg et al. (2015) showed 46 participants stress-inducing scenery in a laboratory and discovered
that participants’ nervous systems had greater recovery time after viewing green-built space. The
Capaldi et al. (2014) meta-analysis of 30 samples found that those who had a stronger connection
to nature generally experienced more positive affect, vitality, and life satisfaction. Out of the
three variables, vitality showed the strongest relationship to nature connectedness, followed by
39
positive affect and then life satisfaction. In terms of different measures of nature connectedness,
the happiest people were those who saw themselves as part of nature.
These findings support those of other studies that found viewing green space can provide
vital elements to the parasympathetic nervous system. In the realm of nature in space, Kaminski
et al. (2002), Thomas et al. (2014), and Tomažič (2011) found that consistent interaction with
animals can be extremely therapeutic for students to address stress and reduce emotional and
behavioral challenges. In the realm of nature in space, Kesner and Pritzker (2008) determined
that children in foster care were able to address emotional disturbances through therapeutic
horseback riding when they were unable to do so in traditional counseling.
In summary, the literature indicates that students and young adults who are struggling
emotionally can benefit from interacting with animals. These benefits can include improved
mood and emotional well-being (London-Nuñez, 2015). Moreover, animals play an essential role
in a child’s world, and children who play with different types of animals foster positive feelings,
attitudes, and greater understanding for children (London-Nuñez, 2015). Although there are still
many unanswered questions regarding the psychological effects of animal-assisted interventions,
animals can have a significant positive impact on emotional well-being. Therefore, animal-
assisted interventions should be explored further as an effective therapeutic tool for facilitating
mental health and emotional regulation among young people.
Cognitive Performance
An expanding body of literature in the international community suggests that outdoor
education and green space on school campuses improve academic performance (Khan et al.,
2020; Lieberman & Hoody, 1998; Lieberman et al., 2000, 2005). In their Bangladeshi study,
Khan et al. (2020) found that students with outdoor leaning opportunities realized higher math
40
and science exam scores than those students who were taught inside. Their study included many
biophilic design elements and reflected the same results found in earlier research conducted in
the United States (Lieberman & Hoody, 1998; Liberman et al., 2000, 2005).
Figure 2 illustrates how the Bangladesh school’s outdoor space included a natural, water,
loose materials, vegetation, an amphitheater, gardens, plants, and huts in the learning
environment. The school’s redesign also included a mural and bright colors on the outdoor walls.
Figure 2. Bangladesh school grounds’ biophilic design intervention (Khan et al., 2020)
In assessing the literature, the most promising research on green space and academic
outcomes seems to be connected to tree cover (Kuo et al., 2018; Kweon et al., 2017; Li, 2019).
Kuo et al.’s (2018) mixed linear model research studied 318 Chicago public schools and found
that green cover, specifically trees, were positively linked to higher academic achievement even
after controlling for classroom size and other factors. Determan et al. (2019) examined collinear,
curvilinear, and radial visual contours and patterns based on existing neuroscience theory to
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determine how straight and curved lines and other patterns found in nature can provide a calming
effect that would improve academic performance. The authors reviewed literature highlighting
that biophilic design reduced middle school students’ stress and improved their math academic
outcomes. Meanwhile, Tanner (2009) compared three biophilic school design elements—
movement and circulation, daylighting, and views—to understand student achievement at 71
schools. The results indicated a significant positive impact on language arts, science, and math
academic outcomes. In addition, Wu et al. (2014) linked student performance in elementary
schools in Massachusetts with the greenness of school surroundings using remote sensing. Their
study’s results demonstrated a significant positive relationship between the green space of the
school area and Massachusetts students’ academic performance in both math and English.
The University of Georgia’s School Design and Planning Laboratory (SDPL) research
has been on the cutting edge of researching and measuring the impact of a school’s-built
environment on student learning and behaviors. A SDPL pilot study found that students who
were in biophilic-designed classrooms reported feeling less stressed than those who were in non-
biophilic designed control group classrooms (Determan et al., 2019). Those in the biophilic-
designed classrooms also felt more positive, relaxed, and focused while being motivated to learn
and enjoy math lessons. According to teachers, student focus and calmness improved when they
were in classrooms with windows that let in natural light and views of nature, and when the
classroom was free of clutter (Determan et al., 2019). The study also noted that the peacefulness
of the biophilic-designed space reduced anxiety and aggressive behavior from the students.
There were also positive learning outcomes—specifically, math test scores increased more than
three times over seven months in the biophilic classrooms. In addition, “7.2% more students
tested at grade level than the control group” (p. 23).
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Emotional and Social Resilience
When confronted with a disaster or trauma, people and communities immediately need to
engage biophilia to build resilience (Tidball, 2012). This need denotes an innate response to
vulnerability, while nature provides an outlet for building resilience and peace. MacNaughton et
al. (2017) conducted a study on chronic absenteeism and green space in 1,772 Massachusetts
public schools serving one million students. They noted that students with poor academic
outcomes usually have higher rates of absenteeism, which is associated with low graduation
rates, poor adult socio-economic consequences, and the school-to-prison pipeline. The authors
used the Normalized Difference Vegetation Index (NDVI) to examine the greenness of schools
and air pollution (PM2.5) of Massachusetts public schools to measure the rate of chronic
absenteeism (MacNaughton et al., 2017). They found that an increase of surrounding green space
and reduction of air pollutants in and around schools could mean a reduction in absenteeism rates
(MacNaughton et al., 2017).
Such findings on the benefits of biophilia design provide practical implications when
building new schools and improving current schools by incorporating biophilic design and
architecture to improve learning outcomes. Educators can utilize these findings to analyze the
potential impacts of biophilic design on school facilities. Planners and policymakers can help
guide the prioritization of new construction or improvements to current educational facilities.
Approaches to Exposing Biophilic Design to Black Students
Green space or the greening of schoolyards incorporates visual elements that improve
social, emotional, and physical health outcomes for children. Two research studies found that the
greening of schools significantly improves girls’ time engaging in physical activity during recess
(Raney et al., 2019; Van Dijk-Wesselius et al., 2018, as cited in Bikomeye et al., 2021).
43
Specifically, Raney et al. (2019) found that exposing kids to nature by replacing asphalt-covered
schoolyards with green space promotes more creative and free play. In their experimental study,
girls in open space areas increased their play from 16% to 28.2%; boys increased play as well,
from 10% to 17.1% (Raney et al., 2019). These results suggest that greening open play spaces
may invite more children to engage in physical activities and free play, which can minimize their
boredom within the school setting, especially for girls not inclined to play sports.
Exposure to Nature Through Outdoor Activities
Black people are less likely than other racial groups to access parks and outdoor
recreational spaces (Byrne et al., 2009; KangJae et al., 2020). As previously discussed, this
tendency is more a reflection of a long legacy of racism and current equity issues than an
inherent dislike of national parks and nature. In addition, Black people’s communities often lack
adequate green space, parks, and recreational space. Landau et al. (2020), in the Disappearing
West Project, found significant disparities in the loss of and access to nature in communities of
color. Shaffer (2017) through narrative inquiry to learn more about the effect of biophilic profiles
at a 21-day outdoor post-secondary school orientation program.
The interview results showed a high correlation with participants’ biophilia connection
after providing pedagogical lessons (Shaffer, 2017). Furthermore, Stavrianos (2016) found
linkages between environmental pedagogy and diversity and inclusion, demonstrating that
outdoor learning environments can promote self-esteem, improve socialization skills, and
enhance student–teacher relationships.
Biophilia-based Pedagogy
Incorporating biophilic principles into pedagogy is a way to change the beliefs that nature
is a transactional commodity for humans. Educators must ensure that Black students understand
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the importance of respecting, healing, and responding to their environment to achieve sustainable
interactions with nature (Tabb, 2021). This understanding is essential for developing renewable
technologies that will sustain our planet. Biophilic-designed schoolyards and classrooms also
provide a multitude of opportunities for teachers to incorporate nature-friendly pedagogical
methods that create fruitful learning environments. For example, sensory gardens designed to
engage all five senses – smell, touch, taste, sound, and sight – through colorful plants with
appealing smells or textures, as well as features like running water provide students with
opportunities to actively explore their surroundings. Rosa Parks Elementary School in Berkeley,
California, and Coombes School have incorporated such design elements into their pedagogy
(Danks, 2010). Visual art lessons using natural materials such as wood, stone, and dirt taken
from the schoolyard is another way to inspire students and provide more access to nature (Danks,
2010). Through biophilic-designed programs, teachers can help Black students learn about the
biophysical world within their ecological systems; these programs also provide opportunities to
critically examine the different levels of understanding that individual students and teachers have
of the structure and the “permanence of racism” (Miller, 2017, p. 848).
Theoretical Framework: Bronfenbrenner’s Bioecological Systems Theory
Bronfenbrenner’s (2005) bioecological model builds from his original ecological systems
theory, which contends that child development is bidirectionally influenced and shaped by five
environmental systems: microsystems, mesosystems, exosystems, macrosystems, and
chronosystems. These systems all influence children’s development (see Figure 3).
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Figure 3. Biophilia and bioecological systems theories
Note: Adapted from Bronfenbrenner’s (2009) biophilia hypothesis theories. A person’s access,
exposure, knowledge, demand, behavior, and motivation to connect with nature are influenced
by biophilic ecosystems, which include microsystems, mesosystems, exosystems, and
macrosystems.
Bioecological theory explores the transactional ways in which a child interacts with the
environment and how that environment in turn impacts their growth and development over time.
This dissertation research explores the relationships, influences, and how bioecological systems
work together through the lens of biophilia hypothesis. The following subsections describe the
systems and subsystems within Bronfenbrenner’s ecological theory and biophilia.
Incorporating Ecological Theory and Biophilia into One Framework
The bioecological model is based on the notion that transactional relationships that
parents, caregivers, and teachers have with children affect the children’s development.
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Furthermore, these interactions are influenced by environmental settings, which are consequently
affected by cultural norms and public policy. This study examines how these relationships
interact when incorporating biophilic design and biophilia exposure into a child’s growth and
development. Specifically, it explores how these interdependent systems promote Black
students’ mental and physical health and academic performance through biophilia.
Biophilic Microsystem
The theoretical framework and research indicated that direct exposure to both nature and
nature in a built environment can improve a child’s wellbeing and cognitive and academic
performance. The microsystem is the first ring that reflects the closest environmental influences
to the child. In addition, parents/caretakers and teachers play a significant role within a child’s
microsystem by exposing students to biophilic opportunities through field trips to national parks,
pedagogy, exposure to plants and trees, better lighting, and nature walks. In many cases, such
exposure is challenging due to limited resources. Thus, neighborhood community organizations
can provide additional support systems to help create further opportunities for biophilic
engagement through meso- and exo-ecological systems.
Biophilic Meso- and Exosystems
As existing research demonstrates, the lack of green space leads to different kinds of
adversities (such as social inequity, crime, economic status, and pollution) in neighborhoods and
communities; these factors also affect children’s wellbeing (Jennings, 2017). The meso- and
exosystems are the second and third rings that will help this research put into context the
linkages between family/caretakers, schools, and community centers across settings and how
those systems influence Black students’ access and connection to nature. Specifically, in urban
communities, the school environment is an important place for youth to become exposed to
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nature, as it might be absent in their home and neighborhood environments. Therefore, the
findings of the current study can be translated into culturally informed programs and resources
co-created with communities experiencing inequity and adversity.
Biophilic Macrosystem
The biophilic macrosystem is the outer ring that impacts all other systems within
Bronfenbrenner’s (2009) model. It represents public policies, laws, norms, and culture that set
the stage for environmental influences that can either accelerate or impede Black students’
biophilia or biophilic-designed schools. This system helped contextualize racism’s impact on
ecological paradox and the complexities of Blacks’ connection with nature.
Conclusion
The existing body of literature contextualized the implications that historical racial
injustice and its associated systems have had on the Black biophilic consciousness. Furthermore,
the lack of full self-actualization is limiting Black individuals’ ability to have a healthy
relationship with nature as well as their physical, psychological, and intellectual self-
actualization within their bioecological systems.
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CHAPTER THREE: METHODOLOGY
Schools that serve low-income Black students in the United States are often located in
urban, nature-deprived areas and are some of the lowest-performing schools in the country
(Rowland-Shea et al., 2020). This study has documented the ways in which the historical legacy
of structural racism and ongoing discriminatory policies, systems excluded urban communities of
color from accessing trees, green spaces, and other natural environments while wealthier
neighborhoods in predominantly White communities are more likely to have such access along
with healthy educational outcomes (Leahy & Serkez, 2021). A significant body of research has
demonstrated that many Black communities are disconnected from nature and even fear it,
preferring more urban landscapes (Lewis & Hendricks, 2006). Researchers have contended that
humans’ emotional connection to nature predicts their knowledge about nature, their experience
with nature, and the kinships they develop to the environment (Kellert, 1984). Thus, the purpose
of this qualitative study is to examine the ecological influences that affect Black students’
connections to natural environments and explore how nature-focused environments may
influence their wellbeing and academic achievement.
Research Design Features and Methods
To explore the ecological influences of structural racism, such as the possible effect on
Black students’ ability to connect with nature in under-resourced urban schools, I used a
qualitative research approach to the collection and analysis of data. Qualitative research done
with a transformative perspective strives to investigate how inequality affects individuals
(Creswell, 2021). Creswell (2020) identified four significant worldview paradigms and their
dimensions: positivism/postpositivism, constructivism, pragmatic, and transformative. A
postpositive paradigm follows a more traditional research approach that Creswell concluded is
49
the “absolute truth of knowledge” (p. 25). Using this worldview, researchers usually implement
experimental or quasi-experimental research designs to explore cause-and-effect relationships
(Duke & Martin, 2011). Postpositivist and positivists firmly adhere to the belief that phenomena
come into being as a result of certain laws of natural cause and effect which are consistent,
reliable, and capable of generalization (Aliyu et al., 2015).
The constructivist worldview holds that individuals attempt to understand the world
around them (Creswell, 2020). A qualitative research design usually matches well with this
worldview. The pragmatic worldview focuses on problem solving and actions organizations need
to implement to solve problems. Finally, a transformative worldview posits that research and
political change are interdependent; both are necessary to fight social oppression (Mertens, 2010,
as cited in Creswell, 2020). This philosophical lens places structural racism, inequities, and
oppression at the front and center (Creswell, 2020).
I recently experienced a paradigm shift that brought about a transition in my worldview
from postpositivist to transformative. This shift led to the further inquiries into the worldviews of
my dissertation topic and its associated research questions. I agree that postpositivist
assumptions may not be entirely accurate when applied to individuals who do not have much
power. For this reason, I chose a mix of the transformative and pragmatic worldviews for my
research so that I could explore how different systems throughout history up until now, plus
teaching methods and public policy, might contribute to making it more possible for Black
students to connect with nature in their immediate environment as well as outside of it. The
process of inquiry does not simply entail the identification of philosophical principles. As
researchers we must also consider scientific inquiry. As this study explores which political,
social, and economic factors propagate inequities in our educational systems as well as how
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these inequities are experienced and can be eradicated in part through connectivity to nature.
This qualitative design approach utilized multiple data sources such as surveys, interviews, and
focus groups.
To answer my research questions, I will utilize a survey and semi-structured interviews.
Teachers and principals will complete a survey to share their perspectives on the influences on
students’ connectivity with nature. Surveys ensure the inclusion of consistent descriptive
analyses while providing more flexibility in gathering more detailed information.
I have developed the following two research questions to guide this study:
• Research Question 1 (RQ1): What are the ecological influences that affect Black
students’ connections to natural environments?
• Research Question 2 (RQ2): How do nature-focused environments influence Black
students’ wellbeing and academic achievement, if at all?
Organization Overview
As previously mentioned in Chapter One, this study gathered data from CNN, the
Alliance, and similar regional or national organizations that include a wide network of partner
organizations and schools located in urban areas with predominately Black populations. In
addition, many of their partners have implemented or plan to implement numerous biophilic-
designed principles outlined in Kellert’s (2016) design principles. CNN is a nonprofit
organization based in St. Paul, Minnesota, that promotes nature-based childhood by supporting
stakeholders (e.g., educators, policymakers, parents). In coordination with the CCCN, CNN
supports more than 27 cities with Green Schoolyards Technical support, providing cities with
resources to develop strategies to create more green spaces both within schools and
neighborhoods. For this study, CNN agreed to share the survey to its network of 100 schools and
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partner organizations (i.e., Learning Landscapes, Spark School Park Program, OutTeach, and
Education Outside).
Meanwhile, the Alliance—a global nongovernmental organization and movement—
focuses on building connections to support schools’ greening and sustainability efforts. It
supports more than 6,000 schools and organizations in 49 states in the United States and 91
countries, representing more than four million students and 604 million square feet of building
space (Green School Alliance, n.d., para. 2). Its mission “is to connect and empower schools
worldwide to lead the transformation to sustainable, equitable and climate-resilient future” (para.
1). The Alliance aims to build a shared best practice model at the school district level, contribute
to partner programs, influence public policy at all levels, and leverage collective buying power to
increase access and create green and sustainable schools. The Alliance administrators did not
send out the survey but many of its members sent it out to their colleagues within the
organization. The survey was also distributed to the Black Teachers Association, who agreed to
distribute the survey link and information sheet to its members.
Finally, this study worked with the YMCA and other similar organizations that engage in
outdoor activities with young people (18–24 years old) to convene a focus group of former Y
members. The YMCA is one of the oldest globally recognized organizations that provides youth
development, healthy living, and social responsibility services to communities (YMCA, n.d.). It
provides outdoor camp services to thousands of youths each year.
The organizational partners received an initial email explaining the purpose of the study
and eliciting support to help to gain access to members. I requested a meeting to discuss the
survey and interview process and intent with the executive directors at each organization and
secure an agreement for their support. However, most communication took place over the phone
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and via email. I provided information on the methods of distributing the survey and what their
role will be in the process. Once the organization partners agreed to participate in this study, I
provided them with the important timelines, survey tools, and communications (e.g., emails,
recruitment, and survey links).
To find survey and interview participants, I reached out to potential stakeholders in schools
and districts through LinkedIn and other social media platforms. Additionally, I utilized snowball
sampling to build upon the number of referrals from initial participating influencers (Merriam &
Tisdell, 2016). Through these efforts, I was able to identify and recruit more participants.
Population and Sample
The two primary populations being studied are teachers and principals who work at
schools. Principals and teachers who work in K-12 schools that predominantly teach Black
students from low-income urban communities in the United States will participate in this study to
answer research questions one and two. In addition, YMCA members and camp goers who have
never experienced nature, now between 18 and 24 years of age, participated in focus groups.
Survey Sampling Criteria and Rationale
Given the large population of teachers and principals within both networks, I asked that
the survey be distributed to everyone in their network and use the three demographic questions to
verify the inclusion criteria (i.e., role of principal, teacher, or school board member; school
district location; and whether they worked at a predominately Black school). The survey ended if
respondents did not meet these criteria. Even though a criteria question was asked, students may
have completed surveys if they responded in error. However, student data were excluded from
survey analysis.
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For those who do not meet the criteria, I added a note thanking them for their participation.
Those who met the criteria moved forward with answering the remaining questions. The criteria
for participation in the survey are that individuals must be principals, teachers, or school board
members, and must lead schools in predetermined districts with a predominately Black student
population. The survey took 15 minutes to complete.
Interview Sampling Criteria and Rationale
I conducted interviews with 9 teachers, principals, an executive director and a in urban
districts who respond to the survey, meet the participation criteria, and agree to an interview by
responding “yes” to the last question on the survey. In addition, one YMCA camp learning
recovery teacher was also interviewed. Interviews with this population helped shape the story of
what barriers and opportunities exist for Black students in gaining access and connecting to
nature and, consequently, in developing biophilia. These interviews helped contextualize both
the survey results and the effect of ecological systems on Black students’ wellbeing and
academic performance.
The participants who met the interview participation criteria were sent an invitation letter
that explained the research and provides background information about the researcher. To be
eligible to participate in the interview, participants must be principals or teachers who are a
member of the CCCN and the National League of Cities and who lead schools with a Black
majority student population of at least 60% or more. After they received the information, a call
was made to relevant schedulers or staffers to set up a 30- to 60-minute interview.
Focus Group Sampling Rationale and Criteria
The use of focus groups in this study allowed me to understand and gather insights about
interaction with nature from Black youth, including their experiences and attitudes. To reduce
54
distortions in the data, purposeful sampling was used to select participants in the focus group.
This study screened and engaged two groups of a total of 9 older youth, which is considered an
ideal size for focus groups (Krueger & Casey, 2015). A focus group participant must be a Black
person (criterion 1), from a low-income urban community (criterion 2), between 18 and 24
(criterion 3), and who participated or did not participate in YMCA camp (criterion 4). Given the
complexity of the topic, a smaller focus groups online yielded more in-depth information about
the participant’s experiences than larger groups would (Krueger & Casey, 2015; and Stewart &
Williams, 2005).
I sent a recruitment letter and Information Sheet two weeks in advance of the scheduled
focus groups and made follow-up phone calls to two YMCA LA branches. I used snowball
sampling to ask respondents if they know of others like them who may be willing to participate
in a focus group. The focus groups were conducted online. No monetary incentives were
provided for participation in this study.
Instrumentation
Interview
This study employed semi-structured interviews to learn more details about how much
community stakeholders understood the impact of the biophilic hypothesis, similar concepts, and
designs on students as well as determine whether they are prioritizing or would prioritize such
issues. These interviews helped identify new and insightful information (Merriam & Tisdell,
2016) in terms of whether such efforts have been previously implemented and how they would
prioritize such initiatives.
The semi-structured format were used and involved a mixture of structured and open-
ended questions. This structure allowed for more flexibility with the goal of garnering more
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detailed information than would be acquired from surveys. As part of the semi-structured
interview process and to address RQ2, participants were shown pictures, which is a qualitative
method called photo elicitation, in which participants are presented images of the topic of
relevance to encourage dialogue on the topic (Tinkler, 2013, as cited in Merriam & Tisdell,
2016). The first photo elicitation included a question about outdoor spaces. Two images were
presented; one image included a schoolyard with just asphalt while the other image incorporated
many of Kellert’s (2018) biophilic design elements. The second photo elicitation focused on the
indoor classroom space, which showed two images: a classroom with minimal biophilic design
features and a classroom incorporating several design elements. The teachers and principals were
asked to pick which designs look more like their existing school environment.
Due to the Covid-19, pandemic all interviews were conducted over web-based video
software, Zoom. The interviews investigated various topics such as nature values, how much
exposure to nature Black students have both in and out of the classroom, perceived benefits and
drawbacks, challenges educators face when trying to provide students with access to nature-
based learning experiences, environmental racism, structural racism, and biophilic design
features. The interviews, which contained both structured and unstructured questions, lasted
anywhere from 30 minutes to an hour. The goal was to learn more about the external factors that
play a role in Black students' connection to nature.
Survey
The survey instrument was designed from the biophilia hypothesis that humans have an
intrinsic bond with nature and, when that connection is disrupted or nonexistent, it can have a
detrimental impact on humans’ physical and mental wellbeing (Wilson, 1984). Lochmiller and
Lester (2017) noted that it is important for surveys not to be random questions, but rather
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questions rooted in theoretical framework. The rationale for developing a survey tool is to gather
descriptive information from educators on their perspective on what they believe “is happening,”
“will happen,” or “has happened” in the school system (p. 133).
The survey included demographic questions and other questions to explore whether a
school has a biophilic design structure. My research question was based on Kellert et al. (2017)
survey for educators. This survey has questions about the educator's views on how nature has
influenced students' actions and learning journeys. The rationale for these types of questions
comes from the summarized concepts of Kellert et al. (2008) six biophilic design principles.
Survey questions were clear and concise to ensure that the participants were not unclear about
the questions (Lochmiller & Lester, 2017). The survey participants received information about
me as the researcher, the purpose of the survey, and how long the survey is expected to take. The
survey instrument included “closed-ended questions” (p. 134). Lochmiller and Lester (2017)
noted that these types of questions force participants to select from a sequence of pre-determined
alternatives, which will help ensure that the results remain uniform rather than receiving a series
of unique responses.
Focus Groups
The focus groups, like the surveys and interviews, incorporated the biophilia and
Bronfenbrenner’s conceptual frameworks in the protocol. It further explored ways in which
Black students experienced structural racism in their urbanized ecological settings, which may
hinder them from positively experiencing nature. In addition, the focus groups also explored
“counter storytelling” (Miller, 2017, p. 848), which challenges the dominant White cultural
narrative that Black people are inherently uninterested in the environment and nature. According
to Merriam and Tisdell (2016), a focus group is an interactive discussion about a particular topic
57
with multiple individuals. However, Hennink (2014) noted that, unlike interviews, focus groups
are engaging discussions in which participants have opportunities to share, hear, and learn within
the research setting and process.
As the moderator of the focus groups, I crafted questions to elicit the thoughts of both
former camp-goers and YMCA members who have never experienced nature and are now
between 18 and 24 years of age. I utilized McLellan and Steward’s (2015) well-being instrument,
which considers both "hedonic and eudemonic elements" (p. 311), to develop a complete
understanding of an individual's wellbeing. Hedonic wellbeing is based on personal opinion and
usually relates to the idea of happiness or contentment. It primarily examines what brings joy in
life and creates a feeling of gratification for individuals (Kahnerman et al., 1999; McLellan &
Steward, 2015). Eudemonic wellbeing emphasizes accomplishing individual potential and
meeting fundamental needs on Maslow’s hierarchy of necessities, moving beyond mere pleasure
or distress. It looks at how content a person is with their achievements to develop maximum
capabilities—not just in the present but also for the future (McLellan & Steward, 2015).
The focus group sessions were captured by field notes, pictures, audio recordings, and
Zoom video recordings. Since I did not have a research assistant present, I took notes to facilitate
discussion. I leaned heavily on recordings to create transcripts that were used to sort and code the
discussion themes. I prioritized the theme clusters by examining their frequency, extensiveness,
intensity, specificity, internal consistency, and participant perception of importance to analyze
the data (Krueger & Casey, 2015).
Data Collection
The American Psychological Association’s (2016) Code of Ethics notes that interview
participants should be informed of the research purpose, their right to withdraw or decline from
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the research at any time, how the research benefits society, the confidentiality limitations, and
who participants can contact if they have questions. To maintain a high ethical standard and
protect the research participants, I took specific steps in both the selection process as well as
during the study itself (Samkian, n.d). First, I provided information sheets to teachers, and
service providers, and former YMCA member (18 to 24) depending on time restrictions and
Institutional Review Board (IRB) approvals. These information sheets (see Appendix D),
described the purpose of the biophilia study and its possible benefits and explain how the data
will be used (Samkian, n.d.). I explained that participation in the study is voluntary and that a
small incentive would be provided to participants. The form further informed the participants
that they have the right to leave the study at any point, without penalty. I maintained the
participants’ confidentiality by storing all information in password-protected and secure
computer systems and not allowing their information to be used by others (American
Educational Research Association, 2011). I explained to participants how their confidential
information would be maintained. Finally, asked participants for permission to record the
interviews. All three principles of the Belmont Report guided the structures and systems I put in
place to ensure ethical conduct throughout the research process (National Commission for the
Protection of Human Subjects of Biomedical and Behavioral Research, 1976).
Data Analysis
This qualitative design had three vital parts. The survey data were inputted and coded
within MAXQDA and Excel. Then, the descriptive statistical results from the surveys were
analyzed in SurveyMonkey and Excel. Lastly, upon completion of the interviews, transcribed
interviews and field notes ensured that I understood the participants’ intended meanings. Data
from both interviews and focus groups produced a large volume of information. Thus, the
59
strategy was to first examine, categorize, and sort and then tabulate the participant responses by
using both QSR-type software and “long table” approaches to manage the information (Rabiee,
2004, p. 658). Finally, the contents of the three datasets were triangulated and merged (Creswell,
2020). Merriam and Tisdell (2016) found that data consolidation, reduction, and interpretation is
an important process for researchers to make sense of their findings. This includes understanding
what people have said as well as what the researcher has observed or read. During the final step,
the data and coded themes were merged into graphs and tables (Creswell, 2020). Figure 4
illustrates how I collected, analyzed, and coded both the data by breaking them down into
identified themes.
Qualitative Analysis
A qualitative analysis is a dynamic process that requires the researcher to constantly
remember the study’s purpose while also thinking about the theoretical framework (Merriam &
Tisdell, 2016). This study used Creswell’s (2020) four-step qualitative data analysis process: sort
and categorize data in preparation for analysis, review all data, code all data, and describe themes
generated from interviews. The limitation of a qualitative analysis is that my presence in the
interview as a Black woman may have biased participants’ responses. Another limitation is that
some participants had challenges answering questions effectively, and it was at times challenging
to read through all the interview data to analyze coded themes.
Ethics
As the researcher, it was my ethical duty to act in a fair and reasonable way that also
protects and considers the needs and interests of current and future participants (Lochmiller &
Lester, 2017). This study was guided by the American Educational Research Association’s
(AERA) (2011) set of rules, norms, and ethical standards, which noted that:
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It is of paramount importance that educational researchers respect the rights, privacy,
dignity, and sensitivities of their research populations and also the integrity of the
institutions within which the research occurs. Educational researchers should be
especially careful in working with children and other vulnerable populations. (p. 3)
To this aim, ensured that credibility and trustworthiness are seamlessly integrated with
my moral and ethical responsibilities, as highlighted in Figure 4.
Figure 4. Researcher’s ethical and moral responsibilities
Note: A researcher is expected to uphold both moral and ethical responsibilities when conducting
research. These responsibilities are aimed at protecting research participants, colleagues, and
society (Creswell, 2020).
The AERA (2011) developed numerous ethical principles that help guide researchers’
moral imperative to conduct research in a rational, fair, and objective manner. Samkian (n.d.)
noted that the integration of ethical principles into dissertations not only shields research
participants from potential harm, but also makes the study more meaningful. Three key
principles of ethical research, based on the Belmont Report’s (National Commission for the
Protection of Human Subjects of Biomedical and Behavioral Research, 1976) principles for
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engaging human research subjects, are respect for persons, beneficence, and justice. All three
principles of the Belmont Report guided the system and structures I put in place to ensure ethical
conduct throughout the research process.
Respect for persons is a principle that values the protection of an individual’s autonomy
and ensures their fair treatment through informed consent, which I previously explained related
to the current study. The beneficence principle means that researchers should ensure participants’
physical and psychological wellbeing by doing them no harm and maximizing their benefits
(National Commission for the Protection of Human Subjects of Biomedical and Behavioral
Research, 1976). To gain the participants’ trust in the research project, I highlighted the purpose
of the study in the Information Sheet (see Appendix D) and the possible public benefits that may
result from it, including improvements to educational and community environments. Finally,
justice is concerned with ensuring the fair and equitable distribution of and access to research,
taking steps to ensure that the researcher is not consciously or unconsciously discriminatory, and
providing fair participation and benefits for the public good. Although I believe my intent was
not to overburden my research participants and the institutions in which they are working, certain
types of individuals often participate in studies because of the minority populations with whom
they work, resulting in being overly researched. Consequently, I kept the survey and interview
questions short to respect participants’ available time.
Credibility and Trustworthiness
The credibility of this research study rests on the methodological approach, analytical
rigor, and ethical practices (Merriam & Tisdell, 2016). Although ethical predicaments are
commonplace throughout the research process, in my role as a researcher, it was imperative that
I ensured that the individuals who participated in my study were treated with respect, were not
62
harmed, and treated equitably (Glesne, 2011). All researchers have implicit biases; thus, my
study was reviewed and guided by the strict guidelines and procedures of the University of
Southern California IRB, which served as an additional layer to protect the participants’ rights
and welfare.
As a researcher of color, I am particularly thoughtful of the long-lasting repercussions
that unethical research practices can have. I witnessed Blacks’ apprehension related to being
tested for and vaccinated against COVID-19 because of the odious Tuskegee study, in which 600
Black men were used as test subjects to study untreated syphilis between 1932 and 1972. In
order to counter unethical research methods, the National Commission for the Protection of
Human Subjects of Biomedical and Behavioral Research (1976) established three core ethical
principles that guide researchers when conducting studies with human participants: Respect,
Beneficence, and Justice (Glesne, 2011). Accordingly, I was transparent with the teachers,
principals, and superintendents I interviewed and survey, so I do not prejudice their thoughts and
opinions. Lastly, I am a former Executive Director at a Los Angeles YMCA, but no youth that I
work with engaged in this study.
Conclusion
My experiences as a (mixed-race) Black woman in America have shaped my positionality
in my research. I have remained conscious of this bias as I follow a moral imperative of
providing the public with research grounded in ethical principles. For ethical transparency
purposes, I acknowledge my biases, being clear that my transformative positionality is rooted in
my personal experiences with racist systems and inequities and has helped shape my research
questions and approach.
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CHAPTER FOUR: FINDINGS AND MAJOR THEMES
The purpose of this study was to discover factors that improve or hinder Black students’
chances to access to and connect with biophilia in order to support their wellbeing. Two
questions guided the research: (1) What are the ecological circumstances that affect Black
students’ connections to natural environments? (2) In what ways do nature-focused surroundings
influence Black students’ wellbeing and academic achievement, if at all?
This chapter presents an overview of the data collected as well as the findings and themes
that emerged from the data. This chapter includes a description of each participant before
exploring how the data pertains to the research questions.
Participant Demographics
To explore Black students’ access to biophilia and wellbeing, 61 surveys from K–12
teachers, principals, and superintendents were collected. In addition, 10 semi-structured
interviews were conducted with educators and nine older youth participated in focus groups.
Through these different forms of data collection, the study was able to provide further insights
into Black students’ experience regarding their access to nature and how it impacted their overall
wellbeing.
Survey Participants
The study received 247 responses, but of those, only 61 (n = 61) survey responses met
the three criteria discussed in Chapter Three. The responses were received from throughout the
United States, including Atlanta, Baltimore, Chicago, Fresno, Los Angeles, Philadelphia, New
Orleans, New York, and Tennessee. The number of years worked in education ranged from less
than 1 year to 30 years. Only respondents who answered “yes” to the question of whether they
taught at a predominately Black school were included in this study.
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Of the 61 participants who completed the survey, 31 (51%) identified as White, 15 (25%)
as Black/African American, 9 (15%) as Hispanic, two (8%) as Asia/Pacific Islander, and one
(1%) as American Indian or Alaskan Native. No participants said they belonged to multiple races
(Table 1). Of the 60 participants who indicated their gender, 32 (53%) identified as male, 26
(44%) identified as female, and 2 (3%) identified as non-binary (Table 1).
Table 1
Race and Gender of Survey Participants (n = 61)
Variable Number Percentage
Race
American Indian or Alaskan Native 1 1%
Asian/Pacific Islander 5 8%
Black/African American 15 25%
Hispanic 9 15%
White/Caucasian 31 51%
Multiple/Other 0 0%
Gender (n = 60; one participant skipped this question)
Male 32 53%
Female 26 44%
Non-binary 2 3%
Prefer to Self-Describe 0 0%
Of the 61 survey respondents, 28 (46%) said they were teachers, 13 (21%) identified as
principals, and 20 (33%) were school board members (see Table 2).
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Table 2
Educational Role by Type (n = 61)
Educational Role Number Percentage
Teacher 28 46%
Principal 13 21%
School Board Member 20 33%
Interview Participants
Of the 61 survey participants, 10 agreed to participate in a 30-minute interview for this
study. The semi-structured interviews were conducted using the Microsoft Teams and Zoom
platforms. Interview responses were coded using the MaxQDA data analysis tool and analyzed to
identify central themes related to ecological influencers on Black students’ ability to connect to
nature.
Five of the 10 interview participants were principals, four were teachers (including a
YMCA camp teacher), and one was the executive director of a private charter school (see Table
3). One served as a YMCA camp teacher in Richmond, Virginia, and designed programs to
provide more access for students of color to outdoor camping environments. Ninety percent of
interview participants worked at predominately Black schools or districts in urban communities
of color. Three of the 10 interviewees worked at schools that have engaged some form of
biophilic design improvements at their school site.
Table 3
Interview Participant Demographics (n = 10)
Alias Role School District Biophilic Design
Improvements
Race
Mr. Onyx Teacher/Coach District of Columbia In progress Black
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Ms. Ruby
Ms. Pearl
ED Charter School
Principal
Los Angeles
Los Angeles
No
Yes
Black
Black
Mr. Blue Principal Los Angeles Yes Black
Ms. Jade Principal Los Angeles No Black
Mr. Jasper Teacher Los Angeles No Black
Mr. Linden YMCA Camp
Teacher
Richmond N/A Black
Mr. Oakley Assistant Principal Los Angeles No Black
Ms. Willow Teacher New Orleans Yes Black
Ms. Hazel Principal Los Angeles Yes White
Youth Focus Groups
Nine older youth YMCA members between the ages of 18 and 24 participated in the
focus groups. Four noted that they attended outdoor camp; there remaining five had not
participated in camp. Table 4 presents their demographics.
Table 4
Focus Group Participant Demographics (n = 9)
Participant Gender Participated in
Camp
Camp Type State
Eric Male Yes Boy Scouts California
Chris Male Yes Family Camping California
Jackson Male Yes YMCA California
Zennith Male No N/A California
Nathan Male No N/A California
Elijah Male No N/A California
Alba Male No N/A California
Taylor Female No N/A California
Lisa Female Yes School California
Emerging Themes
The data collected from participants came from interviews, focus groups, and surveys.
The research questions were addressed by analyzing the data to see what common themes
emerged. When analyzing participants’ responses, four themes emerged: biophilic exposure,
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learning, and design in schools; access and connection to nature at home and in the
neighborhood; student biophilia or biphobia; and policy, systems, and funding. The findings also
include six subthemes: exposure and learning, design elements and practices, parent/caretaker
setting, neighborhood setting, COVID-19 Cares Act and ESSER Funds, and state and local
funding.
Theme 1: Biophilic Exposure, Learning, and Design in School
In-depth interviews and surveys conducted as part of this study found that educators are
focused on finding innovative ways to stop future learning loss. This issue has been ongoing in
schools, but it has been exacerbated due to the pandemic. These crises usually have a greater
impact on low-income students of color. Some participants indicated that biophilic design (using
elements of nature) could be helpful in making schools more equitable places for students while
they recover from any academic setbacks caused by being out of school during the pandemic. As
a result, schools are increasing access to biophilic design, natural patterns, light and space,
animal engagement, outdoor learning opportunities, and field trips for Black students. For
example, participants discussed how providing features like school gardens or water features that
connect students with nature may encourage better mental health outcomes among all students.
Exposure and Learning
The survey participants who were educators noted that they were beginning to plant more
trees and create more green spaces, gardens, colorful play areas, and outdoor nature-focused
engagement opportunities at school through federal and state COVID relief dollars. Black
students’ limited exposure to biophilic elements, such as green spaces, natural lighting, and
natural shapes and forms within classrooms, was a recurring theme within the surveys and
interviews. Of the 61 survey participants, 12 (20%) stated they only provide their students with
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at least 30 minutes of nature-focused time once or twice per week, 19 (31%) said three times a
week, 21 (34%) said four to five times per week, and 9 (15%) answered “not applicable” (see
Figure 5).
Figure 5. Number of times in an average week participants engaged in 30 minutes of outdoor
nature-focused activity with students (e.g., playing in grassy fields, and planting gardens).
Three principals noted that teachers are increasingly working on nature-focused
pedagogy. One principal highlighted that it is not just teachers engaging in such discussions. Ms.
Pearl stated:
One of my occupational therapists, part of her therapy with two of the classes is
gardening for those students. These are students with special needs. And so as part of
her engagement for their occupational needs, they go out a couple times a week and
1 TO 2 TIMES PER
WEEK
20%
3 TIMES PER WEEK
31%
4 TO 5 TIMES PER
WEEK
34%
NOT APPLICABLE
15%
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water plants, they talk about, you know, the plants they’re growing and things of that
nature for my general ed class—there is no […] curriculum. We don’t have a
curriculum. The teacher just does, you know, seeks information out on the internet
and that’s what they do. One class in particular, they grew sweet potatoes and the
teacher just brought ’em in and they, you know, got the glass jar and put the water
in, but that’s something that he found on his own through the internet. So there’s no
set curriculum that they’re following. They’re just finding information and activities
that they can do on their own, through the internet. And that's what they do with their
students.
Ms. Hazel shared:
I think the best way we connect them is probably through the field trips, which we
will resume more. That also was a casualty of COVID, where we didn’t want to get
them close on a bus, so we just started taking them places the end of last year and
will continue to do more this year.
The teachers can go once every about 6 weeks, but they don’t always take
advantage of that, but some classes do. Yeah, we prioritize them being able to get
out and do things, it’s just that sometimes the push of everything they have to cover.
Then it’s a lot of responsibility to take kids out in the world, so sometimes teachers
[go on field trips] maybe four and five [times] a year instead of seven or eight a year.
Every class will at least go probably four times during the year somewhere.
The word cloud in Figure 6 visually depicts the frequency of responses from teachers and
principals on how they viewed nature. Of the 25 words associated with nature, eight participants
identified most with elements found within nature, such as animals, trees, gardens, and plants.
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Only three interviewed educators identified the benefits associated with nature: tranquility,
serenity, and calmness. According to the frequency in data, educators think of nature more for its
aesthetics than for calming, and they see themselves apart from it. Overall, these responses
emphasize how important it is to understand how educators perceive their interactions with
nature to better understand their motivation to teach their students about it.
Figure 6. Educators’ perceived identification with nature.
Interviews with the educators indicated that Black students are connected to nature
through school gardens (4), some green spaces (3), and colorful play spaces and murals (3).
Furthermore, schools are establishing more school gardens, trees, murals, and colorful spaces on
school campuses. Mr. Blue noted that at his school campus:
We are starting phase one of what we’re going to call our wellness outdoor wellness
space. And it’s basically a garden area where the intent is to have benches and places for
students to be able to connect, you know, with peace and practice some of their
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mindfulness techniques that they’ve been learning. And in one of our programs the goal
is some yoga pop, potentially things of that nature.
In addition, Ms. Pearl and Ms. Hazel both highlighted that their schools had recently established
community gardens on campus.
When assessing how much time students spend on nature-focused activities outdoors,
interviewed participants stated that students mostly engaged in gardening. Six of the 10 survey
respondents shared that some of their students work with the school gardens as a nature-focused
activity. Ms. Hazel shared:
It’s part of the gardening class. There is a class, part of it where they learn about things.
Then the science curriculum, I think, is pretty good about the earth science part, having
them engage and do hands-on stuff related to that. I would say, probably, it’s not until we
take the field trip where we do the hike with the ranger and the ranger’s talking about all
the natural elements—we do a 3-day trip for our older kids—when they’re outside in a
pretty environment and they [engage in] nature.
During her interview, Ms. Hazel revealed that students learn about nature by engaging in
gardening classes, as part of the science curriculum, and during field trips to natural areas. She
also noted that gardening is a key part of the school experience for many students, as it provides
an opportunity to care for plants and practically explore nature.
In addition, Ms. Pearl highlighted gardening activities as well. She stated that students
are:
really into caring for the plants and things. So we have, like, strawberries, corn is a new
thing that they planted, as well as carrots. And so the classes really take ownership of
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those gardening beds and the food they take home. So once they harvest it, each student
gets to take some of it home so that they can enjoy it with their families.
She expressed that such experiences provide hands-on learning opportunities that develop
empathy for nature and the environment while also teaching important gardening skills. From
gardening classes to science curriculum and field trips, there are many ways that students are
starting to explore and learn through nature exposure in activities like gardening at school.
Design Elements and Practices
Outdoors. The interviewed educators shared how they have incorporated more greenery
into the classrooms. Ms. Ruby, who now serves as an executive director at a private charter
school in Los Angeles, shared her experiences as a former principal:
We were partnering with a landscaper in the community who was trying to work on […]
a grant to add more green space to our site. So, while we were waiting for that process to
start, he was adding greenery to the spaces that were already available, but we had a
design that we were hopefully getting funded.
Ms. Ruby also said that the area had lush green shrubbery, flowers, and plants. Many students
used this space to hang out and enjoy the green space. Similar findings were found among survey
respondents (see Figure 7).
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Figure 7. Amount of outdoor green space (trees, grass, garden, or hedges) at school site.
Note: The scale ranged from 1 (very little) to 5 (a lot); responses were combined into three
categories, merging rankings 1 and 2 and rankings 4 and 5.
Of the 61 teachers, principals, and school board members who responded to the survey,
51% stated they have a lot of green space at their school sites, 32% indicated some green space,
and 17% responded that there is little green space. In addition, 75% of these respondents (n = 59)
stated that their school has incorporated trees, shrubbery, water features, and/or colorful play
spaces into the schoolyard space while 22% said their school had not done so; 3% were not sure
(Figure 8).
A LOT
54%
LITTLE
16%
SOME
30%
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Figure 8. School-incorporated trees, shrubbery, water features, and color in schoolyard.
Among teacher and principal interview participants, when asked which of the two photos
best represents their outdoor schoolyard, five (50%) said picture A and five (50%) said B. The
five who said B shared that their schoolyards used to look like A but there had been recent
improvements or they are improving the schoolyards now. Those who said their schoolyards
look more like A stated that there are plans in the works to add more trees and colorful outdoor
space (see Figure 9).
Figure 9. Participants indicated which photo most resembled features of their schoolyards.
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Based on interviews with teachers and principals and survey data, some basic biophilic
design elements and practices were clearly present in the school environment. However, the
perceived amount of biophilic design elements differed depending on the participant’s race.
Three interviewed teachers and principals highlighted efforts by the school to incorporate
murals, LED lighting, indoor–outdoor learning spaces, and animals related to colorful elements
in indoor spaces. Two interviewed teachers and principals stated that have access to natural
materials such as wood, stone, and plants. Three interviewed teachers and principals stated there
were plans to update and modernize their lighting systems. Mr. Blue noted:
So we’re one of the oldest charters […] I just recently painted [the school] with two
[types] of greens and eggshell and gray to give it more of a peaceful appearance because
the original colors were gray and burgundy. And I said it looked very penitentiary-like, so
that was one of the improvements that we made just to kind of give it a feeling of being
in an academic space.
Among survey participants, 47% stated that their schools had a lot of natural materials
(e.g., wood, stone, plants) indoors, compared to some (29%) or little (24%). Survey participants
had mixed responses in terms of the amount of natural light, breeze, and color in predominately
Black schools in urban communities (Tables 5, 6, and 7). Black educators were more likely than
White, Hispanic, and Asian educators to say there was “little” to “only some” views of nature
from the classroom. In addition, 60% of survey participants said Black students did not have a
pet in the classroom (Table 6), and 40% said there was a lot of natural light (Table 7).
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Table 5
Views of Nature in Classroom by Race
Participant’s Race Little Some A lot N/A
Asian/Pacific Islander 0% 25% 75% 0%
Black/African American 47% 20% 33% 0%
Hispanic 33% 11% 45% 11%
White 13% 32% 65% 0%
All Races 23% 25% 50% 2%
Table 6
Animals or Pets (e.g., Rabbit, Gerbil, Hamster, Fish, Lizard) in Classroom by Race
Participant’s Race Yes No N/A
American Indian 100%
Asian/Pacific Islander 40% 40% 20%
Black/African American 27% 60% 13%
Hispanic 56% 33% 11%
White 71% 26% 3%
All Races 56% 36% 8%
Note: Only one American Indian responded
Table 7
Natural Light, Breeze, and Color Found in Multipurpose Space by Race
Participant’s Race Little Some A lot N/A
Asian/Pacific Islander 0% 40% 60% 0%
Black/African American 20% 27% 40% 13%
Hispanic 11% 45% 33% 11%
White 10% 29% 61% 0%
All Races 14% 31% 53% 2%
Indoors. Among teacher and principal interview participants, when asked which of the
two photos in Figure 10 best represents their indoor classroom, eight (80%) said picture B. Those
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who said B stated their buildings are old and were built to pack as many students into the
buildings as possible; there was also less of a focus on aesthetics.
Figure 10. Participants indicated which photo most resembled classrooms at their schools.
Mr. Jasper noted that his school was nearly a century old. He said, “I don’t think it’s
really been modernized to take on I guess the strategy that you’re mentioning. So, it all kind of
goes into a[n] older model of learning. So, yeah, it’s an older school.” Mr. Blue echoed this
sentiment in his response:
We do have rooms with windows that don’t open. So that’s one of the things that I didn’t
really like. The way that the building is designed, all the classrooms that face [Crenshaw]
Boulevard—and I know it’s done for noise— [their windows do not] open at all. But as
far as like print rich and colorful, I think our classrooms fit the mold of more like the B
picture.
According to Ms. Hazel, the school has some areas with flexible and alternative seating that
resemble picture B more closely than picture A. Ms. Hazel noted that these areas are often
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without natural lighting or soft lamps, and the windows have bars on them—an eyesore in her
opinion.
Overall, participants noted that biophilic elements such as green spaces, natural lighting,
and nature-focused activities have been integrated into the school environment through building
design improvements, pedagogical practices, and outdoor nature-focused engagement
opportunities. The use of federal and state COVID relief dollars has enabled educators to
introduce biophilia into their classrooms, according to teachers and principals. As more biophilic
design improvements are made and pedagogy is adjusted to incorporate biophilic elements more
deeply into the curriculum, schools will continue providing a more holistic educational
experience for all students. By incorporating biophilic elements into school design, pedagogy,
and outdoor engagement opportunities, educators are creating a holistic learning experience for
all students that promotes wellbeing and positive student outcomes.
Theme 2: Access and Connection to Nature at Home and in the Neighborhood
The findings indicated that Black students are less likely to have access to nature for
several reasons, such as a lack of financial resources and transportation. Other potential obstacles
that focus group and interview participants noted included student reluctance, technology
overuse, social injustices, parental influences, and economic barriers and housing circumstances.
The most significant barriers to student access to nature, according to weighted average
survey data from teachers, principals, and superintendents, are parents’ lack of money (4) as well
as the lack of school funding (4), public policy (4), transportation (3), and exposure. The lack of
student interest (3), lack of teacher priority (3), and lack of caretaker priority (3) were viewed as
slightly less important (see Figure 11).
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Figure 11. Significance of each potential barrier to Black students’ access to nature.
All interview participants stated that Black students have limited opportunities to engage
in nature in their neighborhoods. Five participants said there were some pocket parks and trees,
but not much. Educators based in in Los Angeles said that there were beaches, hiking trails,
camping sites, and nature reserves nearby, but things like transportation, interest, or money can
be a challenge for the families or caretakers of Black youth.
Parental/Caretaker Influence and Resources
Data from this study revealed that a small number of parents and caretakers take their
kids on hikes to the wilderness, have animals, live in a neighborhood with plenty of green
spaces, and take trips to the beach. Even for those who do, they still face challenges, like most
Black families and caretakers in inner city environments.
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When asked what challenges families/caretakers face that may hinder them from
accessing nature and biophilic design, four of the seven interview participants discussed the
trauma and major challenges facing their students within their familial structure. For example,
Mr. Jasper noted:
I think a lot of them live in apartments and [there’s] just not a lot of connection to
anything that’s organically grown or no, I don’t think so. […] Their families just [are]
locked into the inner city, lot of just buildings and cars and roads, not a whole lot of
scenery, as far as, you know, trees or grass. People don’t have their own individual places
[…] to prepare nature. So I wouldn’t think too much, […] not a lot of opportunities for
students in the inner city […] to tap into the NA to nature part.
Ms. Pearl highlighted trauma as the main challenge affecting student motivation and
success in school. The trauma students experience can be both emotional and mental, which
profoundly affects their ability to learn. As trauma is generational in nature, it is important to
develop helpful strategies that address trauma and provide support for students who are
struggling. Such strategies could help reduce trauma-induced challenges to student motivation
and enable them to reach their full potential in the classroom. According to Ms. Pearl:
I would say the main one is trauma that causes the motivation to be in school and do well
[to] not [be] there. Some of that also has to do with generational issues where, you know,
their parents didn’t do well in school and don’t see school as a[n] institution that is
against them or [is more] so than for them. [They] don’t have good experiences with
school. But I really feel like the number one thing […] is trauma and coming to school
with, you know, whatever they left and had to deal with the night before, or, you know,
just emotionally and motivationally. They’re not […] there to really be at school, to do
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well. School is more of a place to act up and have fun versus learn and get good grades,
you know.
Mr. Johnson stated that one of the reasons why students and their families find it difficult
to connect with nature is because they are living in housing situations and environments that are
not particularly natural. A lot of buildings, cars, and roads surround them, without much
opportunity to see trees or grass. Therefore, for students coming from these areas, there is very
little opportunity to explore nature on their own.
These parental/caretaker circumstances and lack of access to nature may contribute to the
challenges that Black students face, such as trauma and difficulty finding motivation in school.
Interviewees pointed out how inner-city environments often limit parental/caretaker influence
and resources, resulting in a lack of access to nature. This lack of access can contribute to Black
students’ struggles with trauma and low motivation in school. As Ms. Hazel explained:
I would say the parks are close enough they can walk and get to them, but for the
percentage of our families without transportation, or that they just have one vehicle and
then dad or mom’s using it on the weekend to go to work, they can’t get to the ocean.
They can’t get to the mountains. They can’t get to the hiking trails.
Ms. Ruby echoed these ideas:
Some families […] may not have transportation so they don’t have access to get to the
beach or get to the woods or woods to go hiking. But, you know, the park is accessible.
‘Cause you know, the way that the community or development planning or city planning
worked was they tried to make more parks in LA so they do have access to parts.
Several focus group participants mentioned challenges their families face that create
barriers to accessing and connecting to nature. Alba said that he sometimes felt like there were
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not many opportunities to go explore nature because his peers might judge him. However, in his
community, there was only a regular park. Elijah said that his family was not as in-tune with
nature because of where they live and how busy his parents are. Chris agreed and added that he
would say his mom and grandmother did not have a lot of time, especially as his mom had been
working more recently. His grandmother had not been feeling well so he was spending more
time with her.
Two of the other focus group participants had slightly different experiences, noting that
their neighborhoods provided opportunities to access nature and their caretakers exposed them to
nature. Zennith shared that his grandmother, who loves nature—particularly trees—often drove
him out of the inner city to the woods.
Neighborhood Settings
Two interview participants noted that several parks are within a 5-mile radius of their
schools, but they were not sure if students accessed them because of gang violence. Yet even
with the presence of pocket parks, interview participants did not think the neighborhoods provide
a lot of opportunity to access nature. Focus group participant Elijah stated that:
I feel like it would have to do with the environment, […] as in new buildings are being
made and natures, nature areas are being, uh, removed to make more space for housing
and more buildings. And, with, uh, the technology as it’s being more advanced, more
people are having, are being forced into learning about technology as the future, uh,
continues to grow.
This section’s findings give greater emphasis to the requirement of crafting better
community and economic assistance networks, including mental health services, job
opportunities, afterschool activities, and summer camps. Such emphasis will provide inner-city
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Black learners with easier access to outdoor spaces as a way to overcome any parental/caretaker
problems they may have or any emotional trauma that prevents them from finding motivation in
school. By providing these students with equitable opportunities to explore nature, schools can
create more positive experiences that will ultimately lead to better academic performance.
The findings from this section further demonstrate the importance of creating better
community and economic support systems for families to help families access to nature for all
students, especially inner-city Black students, to help them overcome their parental/caretaker
circumstances, trauma, and difficulty finding motivation in school. By providing these students
with equitable opportunities to explore nature, schools can create more positive experiences that
will ultimately lead to better academic performance.
Theme 3: Student Biophilia and Biophobia
Of the nine students who participated in the focus group, four said they felt engaged and
connected with nature while three said they did not have such positive experiences. Two
participants chose not to answer the question. Fear was one of the reasons they cited as to why
they did not engage with nature according to two students who shared their stories. These
negative feelings toward nature may be due to past experiences or what they see on social media
platforms. One older participant mentioned that some Black youth have to manage extra
anxieties from things such as stress in their everyday lives or overuse of technology. Because of
these issues, relief is often unattainable for them while spending time outside in an urban
environment. The four focus group members who frequently go camping and engage with nature
all highlighted the benefits of being in nature. They felt more peaceful and happier while in
natural environments. These participants also said that they had fears before going into nature for
the first time, but overcame them.
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Mr. Linden has been working with Black youth for more than 25 years. He stated that
Black camp youth usually have a negative attitude toward nature due to their fears; however, this
does not need to be permanent. With the right environment and encouragement, these kids can
eventually explore nature without succumbing to failure. He commented that Black camp
students initially feel uncomfortable while at camp, but they eventually begin to see it as a place
where they can succeed. He stated that being in nature allows them to not only try new things
and challenge themselves, but also take what they learned back home with them. In this way,
even when they are no longer at camp, they can still benefit from the lessons learned here. Mr.
Linden stated:
What we’ve learned is that, by disconnecting and immersing them in nature, with
opportunities to unplug and reset, we can bring some of those moments back into their
lives. Like similar to the stars piece of it, it’s just like the unknowns, or like you didn’t
know you could just like sit and watch the sky and be entertained by that, um, you didn’t
know that you could, you know, be eating with a bunch of kids from all over the country
and like, you know, have similar things in common. And so, a lot of times what we see
from a like developmental standpoint is the kids letting their guards down and truly […]
learning who they are in those spaces. And so, one of the things we talk about is, you
know, a lot of people use the phrase “getting out of your comfort zone,” but we also have
to acknowledge that there are other zones.
Ms. Pearl believes that having an awareness of the outside world goes hand-in-hand with
cultivating a deeper understanding of one’s own identity, which helps Black students gain greater
knowledge of their own culture as well as other cultures, thereby helping them develop a
stronger sense of self and a broader understanding of the global community. In addition, being
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able to grow fruits and vegetables provides Black students with opportunities to develop
practical skills and be involved in production-based activities that can help foster resilience and
problem-solving skills. Growing food also serves as an experience in personal growth, allowing
individuals the chance to create something tangible from scratch while connecting with nature in
their day-to-day lives. All these factors combined led Ms. Pearl to believe that Black students
can benefit greatly from growing their own produce. As Ms. Pearl stated:
You can see it in their eyes—when children feel a sense of connection and ownership
over something, they take pride in it. With the garden bed, for example, we’ve had a few
instances where students wanted to pick the food before it was ready or damage the bed.
However, mostly, they understand that respectful actions toward others’ property bring
about good consequences, so they leave it alone until harvest time.
In addition, Mr. Blue stated:
Recently, our school has been focusing on wellness and mind health. Our “embrace the
mind” program specifically works to improve social emotional health by incorporating
time outside in nature. Though we don’t have any specific questions about nature itself,
being outdoors is part of the larger goal of improving wellness for students.
Meanwhile, Mr. Jasper explained that being in nature can expand students’ perspectives because
it:
can kind of get them thinking out of the box—not have them in the same patterns that
they’ve been in over the course of their learning experience, just I guess be more
inspirational than looking at walls […] and buildings and just get, I guess, inspiration and
also just getting them to think outside of the box.
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The data gathered showed that Black students who participate in nature-based activities,
especially structured learning environments and camp, build confidence in not only themselves,
but also their abilities. According to participants, these types of experiences usually take place in
predominately White settings, like the YMCA and Boys and Girls camps. Because of this
cultural gap, it is crucial for educators and counselors to be aware of the different cultural
experiences among participants.
Mr. Linden highlighted several points regarding safety, saying that people who do not
identify as Black or a person of color might not be aware of such issues:
It’s essential to find a balance between being challenged and feeling like you’re not good
enough. That’s why kids usually establish some protective boundaries on the first day, to
show how far they’re willing to go. On the second day, we begin by dipping our toes in
the water. Then on the third day, we challenge campers to see if they can make it back to
their room without a flashlight by walking across an empty meadow. It’s all about
understanding where each person is at when they come to camp and then taking
appropriate next steps. The goal isn’t to get them to stop being afraid entirely, as that’s
impossible. Instead, it’s about making sure they are comfortable with taking risks so that
the journey is less daunting.
Chris, a focus group participant who had nature experiences, said that he felt calm when
he went fishing with his dad. He added that the water and simply sitting in nature, waiting, was
peaceful. Chris was grinning ear-to-ear as he recalled his own childhood camping trips with
enthusiasm: “It was fun. I learned how to skip rocks and we used to just go around skipping
rocks and like mess with plants and stuff… It was just, it was fun!”
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During her interview, Ms. Pearl noted that, with both parents working multiple jobs and
students being loaded down with schoolwork, it is now more important than ever to spend
quality time together at home for safety reasons: “I would say certainly the garden […] got kids
excited and motivated. Any time they’re excited about learning it helps everything, I think.”
Therefore, parents and caretakers must be discerning about which activities they take part in. Ms.
Pearl also pointed out that time is a crucial element, and unfortunately there is not enough of it
set aside to relax. She mentioned how, nowadays, everything is moving faster than ever, which
creates many diversions.
Elijah, a focus group participant who did not attend camp, said that he believed Black
students are less interested in nature because his generation has grown up with more technology.
He believes that, as we become increasingly reliant on technology, our species is moving away
from nature. It is tough to argue that young people today have shorter attention spans than in the
past. With social media at our fingertips and new phone games coming out all the time, why
would Black youth want to go play outside? In the past, people found pleasure in activities like
kicking a can around; now it seems like everything fun happens on screens. Chris concurred,
saying:
If I am being completely honest, I feel like I would be reluctant to [enjoy nature] at first
because technology has become so [integrated] into my life. However, with more
exposure and understanding of all the different activities that can be done in nature, I may
eventually enjoy it.
Jordan, another focus group participant who did not attend camp, agreed with this sentiment,
although he added that he has never been a fan of nature because he grew up watching a lot of
TV. He knows from research that animals usually do not want to hurt humans, yet they probably
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would attack in self-defense if they got the chance. He emphatically declared: “I don’t really like
animals like that! Because of what they’re known for. I don’t really like certain types of animals
that are like in the woods and forest and things like that. […] And I hate insects.” Four focus
group participants agreed with this statement. When asked what influenced their reluctance to be
around animals and nature, Jordan further explained that “the dangers we see animals in on the
internet make [me] reluctant to approach them in real life. It’s safer for [me] to just avoid those
situations altogether.”
Alba said that Black people have not had good experiences in nature, based on what he
has seen in movies and heard about in history. When asked to elaborate, he noted, “When I talk
about nature, I’m talking about the trees out here. We’ve been given bad memories
generationally by being hung from trees and lynched.” Two of the focus group participants
expressed the same feeling while two others disagreed. Lisa stated that, before coming to camp,
she had the same fears due to family attitudes and TV. However, after attending camp, she no
longer has those concerns. As a result of camping as a child, Lisa is now an experienced hiker
who frequently goes to national parks.
This section has examined Black students’ biophilia and phobias with engaging nature as
well as how these factors affect their connection to nature. The participants indicated that
students who participate in nature-based activities often gain confidence in themselves and their
abilities. While discussing safety and cultural competency, participants also noted the importance
of considering how Black students engage with nature when outdoors. Some students find peace
in nature; others discussed their fears and how media and family attitudes have affected their
perceptions. It was clear that enthusiasm for learning can be increased by providing access to
outdoor experiences such as gardening. Such findings emphasize the need for educators to be
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aware of different cultural experiences among participants when engaging them in outdoor
activities. With this information, educational professionals can better serve Black students by
recognizing these unique barriers and supporting them on their journey to engage with nature in
meaningful ways.
Theme 4: Policy, Systems, and Funding
As previously discussed, public policy and funding are significant barriers for Black
students seeking to access nature. Of the 10 educators interviewed, five said they are using
ESSER COVID relief funds to make school improvements. The $54.3 billion allotted to states
can be used for local school districts’ expenses, which are additional due to costs of reopening,
learning loss from the pandemic, and increased operating costs. This is the first time that the law
has specified allowable uses for facility funds (Green Schoolyards America, 2022). Mr. Onyx
commented that, without policy and resources, including COVID relief funds, it is harder to get
access to outdoor activities or programs related to nature—something that directly impacts
underserved communities. However, those interviewed also said they have used these relief
funds for other things, such as grants or community initiatives that would bring underserved
people closer to nature. In addition, participants highlighted that Los Angeles Unified School
District has plans to plant trees at schools and build and maintain gardens.
Mr. Blue explained that the monetary differences between charter schools and public
schools are substantial. Public school systems have more resources to draw from than charter
schools do, which must often make do with less. To further complicate matters, Mr. Blue noted
that many students attending charter schools come from broken or non-existent family units,
which can present significant academic challenges in and of itself.
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When asked about this issue, Ms. Ruby said that she believes it is deeply rooted in
systemic racial issues that people have turned a blind eye to for years. She discussed how parks
are a great example of this: They were created as somewhere safe for families to go, but now
they are often seen as unsafe spaces. Such systemic problems are complex and will take time and
effort to fix properly. She concluded by saying that it is important for people to be aware of the
issue and work together to come up with creative solutions.
Mr. Blue and Ms. Ruby shed light on the importance of supporting charter schools and
public systems to ensure that every student has access to quality education and nature regardless
of their background or financial situation. Ms. Pearl added to the conversation about systems and
structural racism by adding that, “if we wanna get deep with it, we can talk about the school-to-
prison pipeline and schools being built to resemble prisons.” As Ms. Pearl explained, her school
is located on the West Coast, which means it has more of an outdoor focus than other schools in
the United States. However, some classrooms do not get a lot of natural light because they have
either no windows or small windows.
The findings from the survey and interviews with educators suggested that public policy
and funding are two significant barriers for Black students to access nature. The ESSER COVID
relief funds provide an opportunity to make school improvements, which could include
providing access to green spaces and investing in outdoor learning environments. The lack of
family support, as well as systemic issues such as the school-to-prison pipeline, further
exacerbates this issue. The findings suggest that, with the right investments through public policy
and funding initiatives, these goals can be achieved.
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Conclusion
The data collected in this study points to the fact that Black students who have access to
nature are more likely to feel connected to something bigger than what they have experienced on
their own. According to the findings, Black students have less access to nature for several
reasons, such as the lack of financial resources, community violence, transportation, and public
policy. Other potential obstacles brought up by participants in focus groups and interviews
included students’ reluctance, technology, social injustice, parental influences, and economic and
housing circumstances. Racial injustice, familial attitudes, and peer pressure all lead to limited
engagement with nature. Black campers interviewed stated that being in nature allows them to
relax and think things through clearly. When they venture outside their comfort zone, it becomes
a learning experience with limitless potential. With increased confidence from pushing
themselves, students become more willing to try again and succeed instead of giving up at the
first sign of failure. Being exposed to nature has a calming effect on Black students, making
them more compassionate and present.
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CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS FOR PRACTICE
The findings from the literature review, surveys, interviews with educators, and focus
groups with older youth showed that there are indeed ecological barriers that prevent Black
students from accessing and connecting with biophilic environments. These barriers include
factors such as a lack of nature in urban areas, fear of nature passed on through generations,
community violence, and historical racism that has led to a feeling of being disconnected from
nature. However, the study also found that, when Black students are given access to nature-based
environments, they show increased levels of wellbeing, suggesting that there is great potential
for using nature-based environments to improve the lives of Black students. Yet more research is
needed to understand how best to create and implement these solutions.
In light of these findings, this chapter will present four recommendations for increasing
Black students’ opportunities to connect with nature by using Bronfenbrenner (2005) ecological
systems theory. First, it is important to create more nature-based environments in urban areas,
which can be done by planting trees and vegetation, creating hiking trails, and developing parks
and playgrounds that are safe and accessible for all. Second, it is important to address the fear of
nature that some Black students may have, which can be done by providing education about the
benefits of nature-based environments and by working with community organizations to create
programs that help Black students feel comfortable and safe in nature. Third, it is important to
address the historical racism that has led to feelings of disconnect from nature among some
Black people, which can be done by creating educational materials and programming that focus
on the history and contributions of Black people to the conservation movement. Finally, it is
important to conduct more research on this topic; such research should focus on understanding
how best to create and implement nature-based solutions for Black students.
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Discussion of Findings
Black students often have to struggle harder to find academic success due to the
conditions of their environment. Living in poverty and constantly feeling stressed can lead them
to act out more in school, score lower on tests, and play hooky more frequently (Noguera et al.,
2019). In addition, Black students and their family members are much more likely than other
demographics to live without clean air or water, healthy food options nearby, any sort of outdoor
green space like a park, and quality health services (Noguera et al., 2019). Biophilia and stress
recovery theories are supported by experiential research suggesting that exposure to natural
environments correlates with physiological stress relief and mental fatigue reduction (Berto,
2014). In the current study, the surveys, interviews, and focus group findings revealed four
primary themes: biophilic exposure, learning, and design in schools; access and connection to
nature at home or in the neighborhood; student biophilia or biphobia; and policy systems
funding.
Responding to the Research Questions
This paper discusses the benefits of exposing Black students to nature, particularly those
who lack access to it. Two research questions were explored in the study: What are the
ecological influences that affect Black students’ connections to natural environments, and how
do nature-focused environments influence Black students’ wellbeing and academic achievement?
These questions were motivated by Kellert et al.’s (2017) six principles of biophilic design. This
study has presented evidence from the literature as well as interviews and focus groups on how
such access can create meaningful learning opportunities and prevent the return to a suboptimal
educational system. In addition, it has explored how exposure to biophilic environments may
reduce stress levels and improve academic performance for Black students. Salingaros (2015)
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argued that both the environment and our biology should be considered when designing
structures. The goal is to create buildings that help encourage healing. Biophilic ecosystems, for
example, have been shown to provide more effective opportunities for calming than urban
settings, which in turn helps people recover from stress and trauma-related losses in intellectual
performance.
Bioecological Model
Bronfenbrenner’s (2005) bioecological model supports biophilic-focused
recommendations. To improve mental wellbeing in the school environment, these biophilic
systems should be developed to encourage access to nature, connections with peers and
community members, a sense of belongingness, and physical safety. These systems would help
reduce stress levels in students overall. If we want to see Black students succeed academically, it
is important that biophilic resources be provided in their schools and homes. Biophilia should
also be incorporated into public policy to support its implementation in the educational system.
In this way, we can create healing and learning opportunities for Black students that will lead to
improved academic performance. All these systems influence a child’s development (see Figure
12).
The bioecological model (Bronfenbrenner, 2005) recommends that biophilic
microsystems, mesosystems, ecosystems, and macrosystems be developed to provide students
with access to nature and connections with peers/community members; a sense of belongingness
would help reduce stress levels and improve academic performance in Black students. Black
students need to have access to biophilic resources in their schools and homes so they can benefit
from a healthy environment. Incorporating biophilia into public policy would also support its
implementation in the educational system, creating healing and learning opportunities that lead
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to improved academic success. Providing biophilic resources to aid in the development of Black
students can thus lead to improved academic performance.
Figure 12. Black students’ biophilia implementation through bioecological systems.
Recommendations for Practice
Chapter Three discussed how different levels of biophilic influence (i.e., micro-, meso-,
and exosystems) impact Black students the most (see Figure 12). Within a child’s microsystem,
parents and teachers can create biophilic opportunities through design, pedagogy, home
exposure, field trips to national parks, plant and tree exposure, better lighting fixtures, and nature
walks. Yet such opportunities are often absent due to a scarcity of resources. Consequently,
community organizations can give more assistance to assist in the creation of additional
opportunities for biophilic involvement through meso- and exo-ecological systems. As existing
research has shown, a lack of green space leads to different types of negative experiences (e.g.,
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social inequality, crime, economic status, and pollution) in neighborhoods and communities;
these factors also affect children’s wellbeing (Jennings et al., 2017). The meso- and exosystems
are the second and third rings of context that help explain the relationships among
family/caretakers, schools, and community centers across various settings and how those systems
impact Black students’ ability to connect with nature. For example, in inner cities, the school is
often one of the few places where youth have access to nature, which might be lacking at home
or in neighborhoods. The recommendations provided herein, based on the current study’s
findings, can be applied to culture-sensitive programs and materials created along with groups
suffering from inequality and hardship.
Recommendation 1: Parents, Teachers, Principals, and Policymakers Should Remove
Barriers to Access and Connection
Shift Thinking
According to recent studies, many Blacks feel alienated from nature and prefer developed
landscapes over natural environments (Taylor, 2018). The dominant story for too long has been
that Black people are disconnected from nature and do not care about environmental issues.
However, this is not true, and such thinking needs to shift. Black people have a long history of
interacting with and caring for the natural world. Historically, Black people have always had a
stewardship mindset when it comes to the land, although that changed when they were enslaved
and subjected to racist social policies. Today, parents need to shift their thinking back to those
roots. There is a wide disparity in racial and ethnic use of the national forests according to a
recent study based on U.S. Department of Agriculture data (Cooke et al., 2018):
Blacks or African Americans, who make up about 13 percent of the U.S. population,
accounted for about 1 percent of national forest visits in 2010. Hispanics or Latinos, who
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make up about 17 percent of the U.S. population, accounted for less than 7 percent. Non-
Hispanic whites, who make up about 63 percent of the U.S. population, accounted for
more than 80 percent of national forest visits in 2010. Asians or Pacific Islanders, who
make up about 5 percent of the U.S. population, accounted for less than 3 percent of
national forest visits in 2010. (p. 2)
Nine of the teachers and principals interviewed in the current study said that their
students never visit national parks or other natural areas. Three of the focus group students stated
outright that they do not like nature and are afraid of animals and insects. Results from the
survey showed that Black teachers were less likely than others to have a class pet.
Parents and educators should talk frequently to develop a stronger understanding of the
idea that we are all part of nature, not separate from it. There is a need for a new story about
Black people and nature—one without old racist ideas controlling Black experiences with nature
and the woods.
Create Free or Reduced-cost Transportation Options that Allow Access to Nature
Black students face many transportation challenges when trying to access nature. This
study found that such challenges are a significant ecological issue based on the survey and
interview data. Several transportation options are available, including public transportation,
carpooling, biking, and walking. However, it can be difficult to take advantage of these options
due to the barriers that Black students face.
One way to overcome these barriers is by working together to find creative solutions. For
example, carpooling or biking with a large group of friends can be a great way to save money
and get outside. Walking or hiking in groups can also be a safe and enjoyable way to experience
nature. By coming together and sharing resources, Black students can have greater success in
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accessing nature. School districts should provide low-income urban families with free or
reduced-cost transportation passes to nature-focused destinations by partnering with local
transportation companies, such as SMS Transportation, Uber, Lyft, buses, and charters. School
districts and schools could also apply for grants. An example of the type of innovative program
concept is AccessNature, a free transportation program that provides families with access to
nature. The program could be designed to reduce barriers to entry for Black students who often
face disparities in access to quality education and learning opportunities. AccessNature could
provide safe and reliable transportation to and from school as well as to and from after-school
and summer programs. It could also provide families with access to resources and information
about nature-based education and programming, especially as the program is committed to
providing Black students with the opportunity to experience the benefits of nature-based
learning.
Invest in More Field Trips with a Focus on Nature
Organizations like the YMCA are based on the idea that it is essential for educators and
parents to expose students to nature through hikes, trips to the beach, and/or camping trips on
nature reserves. However, most interviewees noted that Black families rarely take their children
on such outings. The participants who did take their students on these trips observed significant
benefits and changes in many of the youth who attended.
The challenge is that these activities cost money—something most school districts and
families do not have. However, there are a few ways around this barrier. One way is for school
districts to budget for these types of field trips. Another is for the state government to provide
funding for these types of outings. Either way, to create well-rounded, knowledgeable citizens,
schools and community-based organizations should invest in more field trips with a focus on
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nature. Practical experience is essential for learning about the world around us, and what better
way to learn than through first-hand interactions in nature?
Find Scholarships for Free or Reduced-cost Outdoor Camps
Many families are unaware of the readily available resources to send their children to
these types of camps. Organizations like the YMCA and Boys and Girls Club continually offer
such opportunities. In addition, biophilia-based learning recovery and after-school programs are
becoming more popular; these initiatives focus on providing academic instruction as well as
supervised recreational activities in natural settings. Scholarships are often available to help
make these camps accessible for families in need of financial assistance. It is important to do
research into the specific camp and its resources. Parents should contact the staff personally, as
they may know of grants or other forms of financial aid that could help make attendance
possible. As an example, YMCA executive directors and their boards often fundraise solely to
fund such programs. In addition, many local education foundations offer grants for biophilia-
based learning recovery and after-school programs. These opportunities provide a great way to
access funding assistance for children who would otherwise be unable to attend due to financial
constraints. It is also important to explore other options with the camp directly, as they may offer
discounts or deals if a child enrolls in multiple sessions at once or if a family refers other families
to the program. Some camps even waive fees for lower-income families.
Overall, many scholarships and grants are available for biophilia-based learning recovery
and after-school programs. With a bit of research, families can find ways to make these camps
more financially accessible.
Recommendation 2: Develop Culturally Competent Pedagogy Rooted in Biophilia
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Although the survey respondents stated that they teach nature more than three times a
week on average, Black educators were found to be less likely than other racial groups to have a
classroom pet or teach their students about nature. These educators require more professional
development to build their confidence in teaching nature. With this extra support, teachers may
be less hesitant to incorporate biophilia into their lesson plans. In addition, biophilia-focused
curriculum tools are necessary to create an abundance of Black tree huggers. Culturally relevant
and relatable biophilic-based pedagogy can inspire a new generation to see themselves as part of
nature, meaning they need not just protect the environment, but also themselves.
This type of educational approach can help students develop critical thinking, literacy,
math, and science skills (Kim et al., 2020). Some interviewees who said they developed gardens
also saw their students’ social-emotional development and critical thinking skills improve. Kim
et al.’s (2020) cotton garden study found that children learn more effectively from hands-on
experiences, active play, and spontaneous discovery in nature than from passively receiving
knowledge. In other words, learning by doing is more effective than learning by listening or
watching. There are many benefits to this approach for Black students. It can help them connect
to their cultural values, develop critical thinking skills, improve their literacy and numeracy
skills, appreciate the natural world and learn to take care of the environment, and develop social
and emotional skills such as cooperation, communication, and empathy.
Recommendation 3: Link Biophilic School Design with Community Needs
Establish School Farms and Gardens to Build Food Security
As previously noted, green spaces such as tree cover, community gardens, nature
conservation areas, streams, green rooftops, and forests are essential ecosystems in communities
that help maintain the balance between pollutants and urban congestion (Wolch et al., 2014).
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Providing physical and mental health benefits improves quality of life and makes communities
more resilient to climate change. School farms and gardens are one way to reduce food insecurity
and help students develop healthy eating habits. In this study, many educators shared that they
have either installed a community garden or plan to do so soon. There are many ways to create a
school farm or garden, but some common features include the following:
• Using unused or underutilized school property
• Partnering with local farmers, community gardens, or other agricultural organizations
• Creating raised beds or planters for gardening
• Including a diversity of fruits and vegetables
• Educating students about farm-to-table practices, food security, and nutrition
School farms and gardens can provide fresh, nutritious produce for school cafeterias and families
in need while also teaching students where their food comes from and how to grow their own.
With careful planning and community support, school farms and gardens can be an important
part of building food security.
Create Green Rooftops
Green rooftops help reduce air pollution and can make a community more attractive.
They also help reduce the heat island effect, in which urban areas are significantly warmer than
rural areas because of all the concrete and asphalt. Black students and families disproportionately
live in urban areas, so greening up rooftops could have a significant impact on their health and
wellbeing. This is just one strategy school administrators can use to address the disparities
between Black and White students in educational systems.
Incorporate Plants, Gardens, Animals, Color/Art, Natural Materials, Space for Refuge, and
Visual Connections to Nature
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The literature noted that several health disparities, like high asthma rates and low birth
rates, have been linked by research to the effects of environmental pollution (Johnson et al.,
2021). The literature also suggested that “greening interventions or the presence of community
gardens,” “vegetated streets and walkways,” and “tree and ground cover” reduce or influence
crime (Shepley et al., 2019, p. 6). Crime rates are often lower in areas where neighbors watch out
for each other; by getting to know the people in the community, community members can make
everyone feel more comfortable being outdoors. Black students from low-income backgrounds
are especially impacted by asthma at higher rates, which is then correlated with lower academic
performance and attendance in school (Johnson et al., 2021). Many interview and focus group
participants noted that many students live in apartments in single-family households that lack
any connection to nature.
Parents, educators, policymakers, and community agents (e.g., nonprofit leaders and
housing developers) can help promising young Black scholars feel more connected to nature by
adding indoor/outdoor plants and animals, using natural colors and materials, creating a safe
space for them, and having visual reminders of the outdoors. Indoor/outdoor plants can help
purify the air and provide a sense of calm. Animals can also be a source of comfort and
companionship. Finally, having visual reminders of nature, such as rocks, shells, or wood-based
furniture, will help children feel connected to the natural world. For instance, the Crenshaw
YMCA is a powerful example of the positive effects of biophilic design and sustainable
community partnerships. Through its leadership’s partnership with Jordan Brand and Russell
Westbrook Foundation, the group was able to secure one million dollars in investments that
enabled a comprehensive renovation of the building. These investments incorporated elements of
biophilic design such as LED lighting throughout the building, vibrant indoor and outdoor
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culturally relevant and inspirational murals, and open and bright learning spaces with color and
nature-focused elements. Furthermore, this investment included an outdoor green space
designated for learning opportunities. During these difficult times of the pandemic, the Crenshaw
YMCA’s renovations were more important than ever, providing an oasis of green space and
light-filled learning spaces that helped sustain users’ physical and mental well-being during this
period of great uncertainty (see Figure 13). Afterschool and summer camp participants had the
opportunity to be physically active, explore yoga in an outdoor green setting, experiment with
robotics amidst nature's beauty, play various sports in a vibrant gymnasium - not to mention
sample freshly picked fruits and vegetables outside alongside a mural that sparks curiosity for
engaging with Mother Nature. Moreover, through a partnership with USC, a sustainable
community garden will be created to help promote healthy living within the local community.
Finally, through its partnership with Michelson Found Animals, Crenshaw YMCA has been able
to engage volunteers in helping care for animals in the community.
Figure 13. Crenshaw YMCA biophilic renovations in partnership with Jordan Brand.
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During the COVID-19 pandemic, Crenshaw YMCA has continued to demonstrate its
commitment to biophilic design and sustainable partnerships by helping foster an environment of
health and wellbeing for those in the local community. As this example demonstrates, biophilic
design, sustainable partnerships, and investment can help create a healthier and more vibrant
environment—an important message of hope for communities struggling to make positive
changes in their environment. By continuing to invest in biophilic design elements, maintaining
strong partnerships with other organizations, and expanding access to green spaces, we can
ensure that our communities are healthy now and into the future. The Crenshaw YMCA serves as
an inspiring case study demonstrating how these initiatives can work together to benefit all
involved.
Recommendation 4. Increase Targeted Funding and Public Policy Initiatives for
Biophilic Design in Low-income Urban Schools and Surrounding Neighborhoods
The biophilic macrosystem is the outer level that impacts all other systems within
Bronfenbrenner’s (2009) model; it includes public policies, laws, norms, and culture that set the
stage for ecological influences. These can either accelerate or impede Black students’ biophilia
and their ability to connect with nature in a positive way. This recommendation considers the
impact of structural racism on the ecological paradox and the complexities of Blacks’ connection
with nature.
The most significant barriers for students accessing nature, according to the survey
responses, are the lack of public policy and funding. Public policy and funding are essential for
addressing the issue of unequal access to nature for Black students. The ESSER COVID relief
funds provide a platform from which to begin making improvements within public schools, such
as providing access to green spaces and investing in outdoor learning environments. To ensure
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equitable access to nature for all students, public policymakers should implement concrete
measures that make use of these funds. For instance, The Living Schoolyards Act, a bill
proposed by U.S. Senator Martin Heinrich from New Mexico, is a remarkable example of how
the federal government can directly assist our children and schools. This act grants schools
access to crucial funds that will help reimagine schoolyards for more outdoor learning
opportunities that prioritize ecology preservation and give kids the chance to learn and play in
nature (Heinrich, 2022). The two-phase planning and implementation grants present a unique
opportunity to benefit both students and the surrounding community by creating outdoor learning
experiences that bolster local environmental systems. In addition to supporting efforts to grow
healthy produce, save water, and observe wildlife, these initiatives can lead to improved mental
health in participants, greater physical fitness levels, and enhanced academic performance. Such
benefits are especially important for underserved communities that may not have access to
resources like parks or gardens. Not only will these activities provide children with an immersive
learning environment, but they may also help build bonds between students and their local
community as well as foster environmental stewardship (Heinrich, 2022).
To encourage students to spend more time outdoors, this study recommends creating
policies that favor outdoor activities, increasing funding for outdoor educational initiatives, and
providing support and resources for school administrators who want to create outdoor learning
opportunities. In addition, public policymakers need to understand the systemic issues
contributing to this inequity, such as the school-to-prison pipeline and lack of family support, so
they can take action to address them.
If public policymakers and other stakeholders act, it will help ensure that all students
have equal access to nature, regardless of socioeconomic status or racial background. By taking
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this crucial step in promoting educational and environmental equity for Black students, public
policymakers can improve outdoor education opportunities for all students in public schools.
Educators and policymakers can work together to address this problem. One way to do so is by
providing tax breaks or other financial incentives for developers who incorporate biophilic
design into their projects. Another way would be to create special funding programs specifically
for biophilic design in schools and neighborhoods.
Public policy can also play a role in promoting biophilic design. For example, local
zoning ordinances could give preference to developments that include biophilic features.
Building codes could be amended to require or encourage biophilic design elements in new
construction. Such targeted initiatives will help ensure that the benefits of biophilic design are
not just reserved for the wealthy, but are also accessible to all members of society. As noted,
places like Singapore have already taken steps in this direction, becoming one of the first
biophilic cities; the efforts have yielded positive results. The Singapore Green plan has turned
the city into a garden. City policy and regional plans have incorporated continuous street
canopies, park connectors, community gardens, and biophilic designs into building facades,
green walls, and green hospitals and schools.
The Children & Nature Network, in partnership with the National League of Cities,
developed 12 principles for creating a biophilic design in urban cities and communities that
policymakers can adopt:
1. Every child has the right to a positive connection to the natural world.
2. Want to envision a better future? View your city or region through the lens of the natural
world.
3. Nature-rich communities are healthier for children and other living things.
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4. Conservation is no longer enough. Now it’s time to create nature.
5. Don’t cut down the trees, build up the kids.
6. The more high-tech our schools become, the more nature they need.
7. Natural history is as important as human history to a regions sense of identity.
8. Different culture and people of different abilities experience nature differently. That’s a
good thing.
9. Build a bigger boat.
10. The future will belong to the nature smart.
11. Recognition, collaboration, and competition build nature-rich communities.
12. Hope is contagious. (Louv, 2016, para 3–13)
Another way would be to create special funding programs specifically for biophilic
design in schools and neighborhoods. Many educators mentioned that they are using various
federal and state coronavirus-related funding sources. A couple of educators mentioned applying
for grants from foundations. State and federal agencies should earmark funds specifically for
biophilic design projects in schools and neighborhoods, which would send a strong signal that
these investments are a priority and would make it easier for educators and community members
to access the resources they need. If educators are going to create a future that is sustainable,
equitable, and prosperous for all, a biophilic design must be a central part of the equation. By
working together, they can make sure that it is accessible to everyone, not just the privileged
few.
Limitations
Although this study has several strengths, including the use of multiple data sources such
as one-on-one interviews, surveys, and a focus group, Creswell (2020) argued that all research
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studies have research limitations. This study has three key limitations. First, the survey did not
ask whether participant schools’ nature-related improvement has had wellbeing or educational
improvements and, if so, what types of improvements. This information would have paired well
with and strengthened the qualitative information gathered from the one-on-one interviews. The
second limitation is that most interviewees had only recently implemented nature-focused
improvements or none at all, so they could not fully articulate their results. Moreover, because of
the pandemic, much of the learning recovery they may have been realized was lost, making it
hard to assess how the improvement has impacted students’ academic performance. The final
limitation is that the interview and focus group participants were mostly from western regions of
the United States, so the results may not be generalizable to other regions or countries. However,
this was not the case for those who responded to the survey.
Although this study is not without limitations, it still sheds light on how ecological
factors can affect students’ wellbeing through nature as well as the attempts of school
administrators to make their schools better through nature-based solutions. It has also highlighted
some of the challenges faced when trying to do so. These findings can contribute to the further
research on biophilia and help inform future policy and practice.
Recommendations for Future Research
This study has provided a starting point for understanding the potential of incorporating
nature into remote learning environments and the benefits it can have for educational equity.
Additional research is needed in order to fully understand the implications of biophilic design. It
may be helpful for policymakers to understand how biophilic design principles might work
within remote learning environments—something that has become increasingly relevant lately.
Conducting a national study on funding availability for schools looking to implement biophilic
109
design principles would also be interesting. Such research could provide insights into what the
barriers to implementation may be and which educational organizations are succeeding in this
area. Future studies could also interview youth and observe them in classrooms implementing
biophilic design, thereby providing further insights into how to effectively leverage biophilic
design principles for improved educational outcomes.
By understanding the elements of biophilic design, educators and policymakers can
develop more effective strategies. Thus, additional research should explore how other racial and
ethnic groups experience access to wildlands and nature-based activities. Such studies could
provide a deeper understanding of the social dynamics that shape people’s decisions about
engaging with natural environments.
Conclusion
The data gathered from interviews, focus groups, and surveys revealed barriers in the
micro-, exo-, and macro-systems that discourage students from accessing nature, such as a lack
of transportation, family prioritization, and awareness of the importance of nature. Another
barrier is the historical violence psychologically tied to the woods and nature, including law
enforcement officials engaging in systematic hangings of Black people from trees and dogs
being used to attack Black people during Jim Crow-era segregationist practices. Such violence
against Black people continues even today in marginalized communities. To bridge the access to
nature and exposure disparities educators identified in this study, teachers have started making
biophilic exposure available to Black students. The teachers in this study who incorporated
biophilic activities like gardening and outdoor play in green spaces into their classrooms
observed how their students formed a sense of responsibility toward nature. These biophilic
experiences not only nurtured positive social-emotional skills, but also cultivated a sense of
110
peace and tranquility, which can lead to developing greater academic success over time.
However, much more work in this area is needed.
Although the literature review and focus group findings underscore that Black youths
remain reluctant to engage in outdoor activities, participants in this study reported that camping
trips and outdoor field trips enabled them to experience a dramatic shift in their misperceptions
and fears while also building their self-confidence. The findings underscored the need to link
Black children with nature via summer camps, YMCAs, Boys and Girls Clubs, and Boy/Girl
Scouts. All four focus group participants who engaged in nature noted feeling more confident
when venturing outdoors after the camp experience. Indeed, those same participants are now
actively engaging in outdoor activities such as hiking, fishing, and camping.
The pandemic has also allowed us to rethink the design of our educational spaces, with
biophilia playing an important role in creating healthier learning environments. As demonstrated
in this study, many schools are seeking to embrace the benefits of biophilic pedagogy by slowly
making physical improvements on their campuses to be more nature-based; they are already
noticing some social-emotional wellbeing effects on their students. With additional funding,
schools can implement nature-based systems and green infrastructure that will not only foster
better mental health outcomes, but also bolster academic performance.
Ultimately, this research underscores how Black educators in urban settings have
divergent outlooks concerning the level of green space available for their classrooms and
highlight the lack of integration regarding biophilic elements and pedagogy related to nature.
Based on the findings, parents, educators, community leaders, and state- and national-level
stakeholders can collaborate to provide activities and experiences in nature to help Black youth
build self-confidence, develop a connection with the outdoors, and increase their self-efficacy.
111
These activities will help young people become more informed about the restorative benefits of
spending time in nature. Furthermore, this research suggests that these restorative benefits may
be uniquely beneficial to Black youth. With such initiatives in place, Black teachers will have the
opportunity to support youth in building meaningful relationships with green spaces in their
school districts and benefitting from increased engagement with the natural world.
Much progress remains to be made before all students have equal opportunities to engage
with nature. Further research is necessary to better understand Black teachers’ attitudes toward
nature and the potential obstacles that may be preventing them from engaging with it. With this
knowledge, we can create opportunities for Black teachers to engage more deeply with nature,
thereby creating a more equitable learning environment for all students and providing more
meaningful learning experiences. More research is also needed to understand how social barriers
result in Blacks having poorer mental health and academic performance outcomes than other
groups. Teachers, administrators, policymakers, and parents must all comprehend the obstacles
students of color encounter when it comes to connecting with nature; only then can they take the
necessary steps to dismantle the systems that have been preventing access to these opportunities.
112
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Appendix A
Survey Email Letter
Hello, I am a doctoral student at the University of Southern California. I am conducting a
study on the effectiveness of biophilic (nature) design on Black students’ wellbeing and
academic performance. You have been selected to participate based on your organization’s
implementation of biophilia school site design in an urban setting. Biophilia is a theory that
postulates that, as humans, we innately love and tend to seek connectivity to nature and life. This
survey will take approximately 10 minutes to complete. Your responses and information will
remain anonymous and will be kept confidential. If you have any questions or concerns, please
call or email me, Veda Ramsay-Stamps, at 213-256-7656 or vramsay@usc.edu. Thank you for
your participation.
Instructions: Please score the 10 design patterns using the 5-point scale (1 to 5) as defined
in each section. If your school does not have a specific feature, please score “0” for that item.
Place each score to the left of individual items. Design includes the way the schoolhouse is
made, how it is structured, and how the outside space within the school complements the
curriculum. Each scale measures the school’s learning environment.
Thank you for your time and participation.
Survey Link
https://www.surveymonkey.com/r/X3PNVQ3
127
Appendix B
Survey Tool
128
129
130
Appendix C
Interview Questions for Teachers and Principals
Hi, I am a doctoral student at the University of Southern California. I am conducting a study on
the effectiveness of biophilic design on Black students’ wellbeing and academic performance.
You have been selected to participate based on your organization’s implementation of “biophilia-
like” school site designs in an urban setting. Biophilia is a theory that postulates that, as humans,
we innately love and tend to seek connectivity to nature and life. Biophilic design is a new
concept of incorporating more nature and naturalistic elements into urban environments. This
interview will take 45–60 minutes to complete. Your responses and information will remain
anonymous and kept confidential. If you have any questions or concerns, please call or email me,
Veda Ramsay-Stamps, at 213-256-7656 or vramsay@usc.edu. Thank you for your participation.
Interview questions for schools with new biophilic design improvements:
1. What words do you identify with nature?
2. What words would your students identify with nature?
3. In what ways are your students connected to nature?
4. What new biophilic design improvements, if any, has your school recently implemented?
Has your school recently made any nature-related design improvements (e.g., green
space, colorful play spaces, more windows, LED light installation, water features,
animals) on school campus? If so, what are those improvements and how long did it take
to implement them?
5. What improvements, if any, have you seen among students as a result of biophilic design
improvements at your school?
6. Do your students live in a neighborhood with opportunities to engage nature? If so,
please describe the community.
7. What challenges do your students and their families face that may hinder them from
accessing nature and biophilic designs?
8. Since making the nature-related design improvements, in what ways have you engaged
students in discussions, learning, and activities focused on nature?
9. How did your school acquire funding to include green space and other nature-focused
designs on campus?
10. How does the broader community interact with on-campus green spaces, if at all?
131
11. Which of the two photos resembles features of your campus schoolyard? Why?
a.
b.
12. Which of the two photos resembles most classrooms at your school? Why?
a.
b.
13. What are some of the academic challenges your students face?
14. In what ways, if any, do you think nature can help improve any of the challenges your
students are facing? If you have already seen improvements, please describe them.
132
Appendix D
Telephone Screening Questionnaire for Focus Groups
Hi, I am a doctoral student at the University of Southern California. I am conducting a study on
the effectiveness of biophilic design on Black students’ wellbeing and academic performance. I
got your name from the YMCA, and they mentioned that you might be interested in participating
in a focus group. I am particularly interested in talking with Black youth between 18 and 24 who
have attended camp within the past few years.
Do you fit these three criteria?
_____________________________________________________
I will be convening the focus group on Zoom within the next two weeks to learn about your
experiences as a Black youth accessing nature through camp as well as the challenges that may
or may not exist in Black connectivity to nature.
Date, day _____________________________________________
Time _______________________________________________
Will you be able to join us?
No __________ Okay, thank you for your consideration.
133
Appendix E
Sample Focus Group Instrument and Questions for Youth Who Attended Camp (18 to 24)
Hi, I am a doctoral student at the University of Southern California. I am conducting a study on
the effectiveness of biophilic design on Black students’ wellbeing and academic performance
and will serve as your moderator today. You have been selected to participate in this focus group
based on your experience as a Black youth attending camp and growing up and attending schools
in an urban community. Biophilia is a theory that postulates that, as humans, we innately love
and tend to seek connectivity to nature and life. Biophilic design is a new concept for
incorporating more nature and naturalistic elements into urban environments. This focus group
will be divided into three discussion topics, which include (a) experience with direct nature in
your neighborhood (i.e., at home and in school), (b) wellbeing as a result of nature, and (c)
access and connection to nature. This focus group will take 45–60 minutes depending on
participants’ engagement level. Your responses and information will remain anonymous and
confidential. If you have any questions or concerns, please call or email me, Veda Ramsay-
Stamps, at 213-256-7656 or vramsay@usc.edu. Thank you for your participation.
Opening
• Please share with us your first name, the name of your city, and which camp you
attended.
• I know for many of you it has been a few years since you went to camp, but thinking
back on those experiences, please share what it was like when you first arrived at camp.
Experiences in Direct Nature
1. How long did you attend camp?
2. Can you talk about what it was like to spend time in nature at camp?
3. What words would you identify with nature?
Wellbeing and Academic Performance
1. Can you describe how felt about yourself while at camp (e.g., did you feel good about
yourself, healthy, bored, fearful, or confident)?
2. Can you describe how you felt about yourself after you left camp (e.g., did you feel good
about yourself, healthy, bored, fearful, or confident)?
134
3. Did you or your family see any improvements in your behavior after camp?
Access and Connection
1. What words would you identify with nature?
2. In what ways are you connected to nature?
3. Do you live in a neighborhood with opportunities to engage with nature? If so, please
describe the community.
4. What challenges do you and your family face that may hinder you from accessing nature
and biophilic designs?
135
Appendix F
Sample Focus Group Instrument and Questions for Youth
Who Did Not Attend Camp (18 to 24)
Hi, I am a doctoral student at the University of Southern California. I am conducting a study on
the effectiveness of biophilic design on Black students’ wellbeing and academic performance
and will serve as your moderator today. You have been selected to participate in this focus group
based on your experience as a Black youth growing up and attending schools in an urban
community. Biophilia is a theory that postulates that, as humans, we innately love and tend to
seek connectivity to nature and life. Biophilic design is a new concept for incorporating more
nature and naturalistic elements into urban environments. This focus group will be divided into
three discussion topics, which include (a) experience with direct nature in your neighborhood
(i.e., at home and in school), (b) wellbeing as a result of nature, and (c) access and connection to
nature. This focus group will take 45–60 minutes depending on participants’ engagement level.
Your responses and information will remain anonymous and confidential. If you have any
questions or concerns, please call or email me, Veda Ramsay-Stamps, at 213-256-7656 or
vramsay@usc.edu. Thank you for your participation.
Opening
• Please share with us your name and the name of your city.
Experiences in direct nature
1. What words would you identify with nature?
Access and Connection
1. What words would you identify with nature?
2. In what ways are you connected to nature?
3. Do you live in a neighborhood with opportunities to engage with nature? If so, please
describe the community.
4. What challenges do you and your family face that may hinder them from accessing nature
and biophilic designs?
136
Appendix G
Information Sheet
University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089
INFORMATION SHEET FOR EXEMPT RESEARCH
Study Title: Biophilia: A study of how nature-focused environments influence Black student
wellbeing through an ecological systems theory lens
Principal Investigator: Veda Ramsay-Stamps
Faculty Advisor: Dr. Tracy Tambascia
You are invited to participate in a research study. Your participation is voluntary. This
document explains information about this study. You should ask questions about anything that is
unclear to you.
Purpose
This study aims to understand the environmental influences that hinder Black students
from connecting to nature and how these nature-focused environments may affect their wellbeing
and academic performance. We also want to see what positive outcomes are evident in biophilic-
designed schools. You have been invited as a possible participant because you are an educator,
parent, or stakeholder who has participated in designing a schoolyard, school building, or
classroom with nature-related features, including green spaces, water features, windows,
classroom features that mimic nature, animals, trees, and/or colorful and inviting spaces.
Participant Involvement
Participation in this study is strictly voluntary; if you agree to participate, you can
withdraw from the study at any time. You can withdraw your permission to use your interview
data and have any stored data deleted within two weeks of the interview date. You will not
receive any monetary compensation for participating in the study.
Payment/Compensation for Participation
No compensation will be provided.
Confidentiality
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
137
To minimize any risk to you and ensure that participant selection is conducted in an
ethical manner, your confidentiality will be maintained. Confidential information will be stored
in a cloud-based storage system. No information will be used by others except as outlined in this
information sheet. Should you decide to leave the study at any point, there will be no penalty to
you. Prior to your participation, you will be asked to provide permission to record the interviews.
Investigator Contact Information
If you have any questions about this study, please contact Veda Ramsay-Stamps
(vramsay@usc.edu, 213-256-7656) or Dr. Tracy Tambascia (tpoon@usc.edu).
IRB Contact Information
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at 323-442-0114 or email
irb@usc.edu.
Abstract (if available)
Abstract
Black students who live in low-income urban areas that lack nature continue to be disproportionately impacted by structural racism, environmental ecosystems, and social circumstances, which adversely affect academic achievement and wellbeing. The biophilia hypothesis posits that humans have an innate connection to nature that is integral to healthy functioning. Using Bronfenbrenner’s bioecological systems theory as a foundation, this study further explores how a child’s development is affected by inherited genes and behaviors, their interactions with people and objects in their environment, as well as symbols they encounter. This theoretical perspective was used when conducting surveys, interviews, and focus groups. This study found that, although some schools are beginning to provide features of biophilic design (e.g., community gardens, nature-based instruction) on their campuses, there is still room for improvement in other areas, including natural lighting, water features, animals, and indoor–outdoor learning opportunities. Findings also indicated that the lack of transportation, resources, and public policies that support access to green spaces are key reasons why Black students have little access to the natural world. Consequently, students still have much fear and apprehension about things like animals, the woods/forest, the jungle, and ocean swimming. The study provides recommendations for how different groups who influence kids, such as educators, nonprofit leaders, and policymakers, can create opportunities for students to spend time around nature to help address some of the systemic challenges in Black communities.
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Asset Metadata
Creator
Ramsay-Stamps, Veda Cherie
(author)
Core Title
Biophilia: a study of how nature-focused environments influence Black student wellbeing through an ecological systems theory
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Global Executive
Degree Conferral Date
2023-05
Publication Date
02/28/2023
Defense Date
01/04/2023
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
bioecological systems,biophilia,black students,education equity,environmental justice,green spaces,low-income urban settings,Mental Health,nature-based instruction,OAI-PMH Harvest,structural racism,wellbeing
Format
theses
(aat)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tambascia, Tracy (
committee chair
), Green, Alan (
committee member
), Noguera, Pedro (
committee member
)
Creator Email
vc@theramsaygroup.com,vramsay@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-oUC112755720
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UC112755720
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Ramsay-Stamps, Veda Cherie
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(batch),
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(contributing entity),
University of Southern California Dissertations and Theses
(collection)
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Tags
bioecological systems
biophilia
black students
education equity
environmental justice
green spaces
low-income urban settings
nature-based instruction
structural racism
wellbeing