Problem Statement

Socioecological systems around the world are experiencing widespread degradation, from climate change and deforestation to pollution and resource depletion. These issues are compounded by the unprecedented rate of biodiversity decline—scientists estimate that around 1 million species are currently at risk of extinction. The loss of biodiversity has devastating effects on ecosystem services, such as clean air, water filtration, and soil health. Pollinators disappearing threaten food security, and collapsing ecosystems undermine climate regulation, making these problems not just environmental but deeply intertwined with human well-being. with biodiversity loss occurring at an unprecedented rate. 

Approach

The Cagle Lab’s research on environmental identity is deeply informed by the work of Louise Chawla, whose research explores how childhood experiences with nature shape a person’s sense of connection to the environment, leading to pro-environmental behaviors. Environmental identity is key in fostering actions that support biodiversity conservation, such as habitat restoration, sustainable land-use practices, and wildlife protection. When people see themselves as part of the natural world, they are more likely to engage in conservation activities that contribute to long-term ecological sustainability and human well-being.

Projects

Students in the Cagle Lab have explored environmental identity through diverse projects. Projects have included investigations of how undergraduate students from historically excluded backgrounds develop environmental identities and engage in environmental activities, revealing significant links between personal experiences in nature and their environmental commitment and an examination of environmental identity among environmentally dedicated faculty members, uncovering how their sense of connection to nature drives their career-long dedication to environmental teaching and research. These studies highlight how personal and professional identities intersect with environmental stewardship.

The study by Eudora Miao and Nicolette Cagle highlights the importance of nurturing environmental identity to increase diversity in environmental fields. Our research, published in Environmental Education Research, found that factors like gender, race, and ethnicity shape environmental identity. For instance, minority students reported stronger connections with teachers from similar backgrounds. The study suggests that fostering environmental identity, increasing faculty diversity, and improving accessibility to nature could empower marginalized groups, potentially leading to greater diversity in environmental education and careers.

Cagle’s (2017) paper revealed two new concepts regarding people’s experiences in nature throughout their lives. First, the quality and quantity of time spent in nature change over time, reflecting shifts in personal values and psychological needs. Second, reduced time in nature often leads to feelings of sadness or longing. The research compares findings to previous studies, particularly James et al. (2010), and highlights the need for further investigation into how these changes in nature experiences affect environmental educators and the concept of “nature deficit disorder” in adults.