Advisory Committee Chair
Amy Chatham
Advisory Committee Members
Emmanuel Odame
Jeffrey Wickliffe
Kevin Dsouza
Veena Antony
Document Type
Dissertation
Date of Award
1-1-2025
Degree Name by School
Doctor of Philosophy (PhD) School of Public Health
Abstract
EXPLORING ENVIRONMENTAL HEALTH AWARENESS AND KNOWLEDGE IN 9TH – 12TH GRADE STUDENTS: A MIXED METHODS APPROACH CRYSTAL T. STEPHENS ENVIRONMENTAL HEALTH SCIENCES ABSTRACT Safe environments provide accessibility and community protections preventing residents from exposure to contaminants or facing health risks. Unfortunately, environmental exposures such as air pollution and neighborhood-level concerns can adversely impact human health. Environmental justice communities are overburdened with increased adverse environmental exposures and subsequent health disparities. Adolescents may be more vulnerable to exposure risks and provide an opportunity to introduce environmental health education. With their power of peer association and determination, adolescents can influence the health and well-being of their community. Unfortunately, students in an environmental justice community in Birmingham, Alabama, have been excluded from receiving environmental knowledge about air pollution and environmental health impacts, which is crucial for their protection. While past studies have evaluated student environmental health knowledge and awareness, they lack the demographic specificity and cumulative exposure profile of our study site. To address this gap in the literature, a concurrent mixed methods study, collecting quantitative data from pre- and post-intervention surveys and qualitative data from focus groups, was implemented during the 2024 school year at our partner school (91% non- White and 92% economically disadvantaged) using the three dimensions of Environmental Health Literacy framework. Students (n=35) completed three environmental health education modules. Surveys measured affect, verbal and actual commitment to environmental health behavior, and environmental health knowledge. Focus group participants (n=26) participated in closed sessions and provided open-ended responses. Paired sample t-test determined statistically significant improvements from baseline to post-intervention survey scores. Focus group transcripts were coded using grounded theory, which revealed five main themes (a) social structures, (b) crime, (c) community conditions, (d) community resources, (e) mental health and stress. Results from the focus group complement the quantitative findings and enhance understanding of how lived experiences directly influences students’ health and well-being. Students displayed increased interest in taking action on behalf of themselves and their community and demonstrated environmental knowledge gain. In conclusion, students were receptive to, engaged with environmental health education, and were responsive to community change. By acknowledging student concerns and social stressors, this study informs decision makers about ways to engage and promote community youth projects that impact social structure changes. Keywords: Environmental awareness, environmental knowledge, environmental justice, environmental health disparities, adolescent(s), mixed methods
Recommended Citation
Stephens, Crystal, "Exploring Environmental Health Awareness and Knowledge in 9th – 12th Grade Students: A Mixed Methods Approach" (2025). All ETDs from UAB. 6890.
https://digitalcommons.library.uab.edu/etd-collection/6890
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