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Publication Date

Summer 2024

Degree Type

Thesis - Campus Access Only

Degree Name

Master of Science (MS)

Department

Environmental Studies

Advisor

Costanza Rampini; Rachel O’Malley; Wendy Thompson

Abstract

Environmental studies and science programs play a crucial role in training future leaders to address environmental challenges and develop sustainable solutions. However, Black perspectives are notably absent in environmental education, with low representation among students and faculty, as well as limited integration of Black voices into the curriculum. This thesis examines the extent to which environmental studies and science courses taught at California State Universities incorporate Black voices in their curriculum. In this study, the researcher collected 383 syllabi from environmental studies and science departments at San José State University, San Francisco State University, and California State University East Bay from department online archives and through direct contact with department analysts. The readings listed in these syllabi were analyzed to determine to what extent Black voices are integrated in the environmental studies and science curriculum at these three universities. Reading material considered included academic publications, online content, and gray literature such as dissertations, surveys, and newsletters. Audio-visual media and government reports were excluded from this study. Author racial identity was determined through photographs, videos, biographies, company websites, and positionality statements. This analysis reveals that only 10% of environmental studies and science syllabi examined in this study referenced Black authors. This research concludes by providing recommendations for environmental studies and science faculty interested in decolonizing their syllabi and increasing the visibility of Black voices in environmental education.

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