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"Westerman, Jennifer"
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Working on earth : class and environmental justice
\"Working on Earth: Class and Environmental Justice is a collection of scholarly essays that examine the relationship between the exploitation of the working-class and environment injustices in the US and Canada. These scholars, from the fields of environmental humanities and environmental social sciences, seek to assess the current unprecedented rates of environmental degradation, expanding economic inequality, and wide-spread social injustice. Without dividing worker from wilderness, or labor from landscape, they present solutions to the global climate crisis. Ultimately, this book advances the idea of a working-class ecology that must be an integral part of achieving just and sustainable human development\"-- Provided by publisher.
Book
Empathy as an Antecedent of Social Justice Attitudes and Perceptions
At the same time that social justice concerns are on the rise on college campuses, empathy levels among US college students are falling (Konrath et al. 2016). Social injustice resulting from organizational decisions and actions causes profound and unnecessary human suffering, and research to understand antecedents to these decisions and actions lacks attention. Empathy represents a potential tool and critical skill for organizational decision-makers, with empirical evidence linking empathy to moral recognition of ethical situations and greater breadth of understanding of stakeholder impact and improved financial success. This study explores the potential relationship between empathy and social justice, using a multifaceted operationalization of social justice, which includes management actions (corporate social responsibility and socially responsible attitudes) and social sympathies (distributive justice in US society and agreement with the goals of Occupy Wall Street). Results broadly support the positive empathy and social justice relationship and suggest higher education interventions to develop empathy in college business students.
Journal Article
Does social justice knowledge matter? Education for sustainable development and student attitudes
Recent conjecture on the potential primacy of physical environmental components in education for sustainable development (ESD) efforts serves to question the centrality of social justice education as a component of ESD. This research explores a sustainable development studentâs basic knowledge of social justice conditions in their country of residence and its relationships to policy attitudes that should be of importance to ESD, including beliefs about the importance of corporate social responsibility, their endorsement of gross national product as an effective measure of progress, their overall assessment of the social fairness of current national social justice policy, and their endorsement of the goals of Occupy Wall Street. Results obtained using path-model hypothesis testing indicate that accuracy of knowledge of US standing on social justice issues is significantly related to these policy attitudes, providing support for social justice content in ESD endeavors to create students empowered for engagement in broader policy goals.
Journal Article
Working on earth : class and environmental justice
This collection of essays examines the relationship between environmental injustice and the exploitation of working-class people.Twelve scholars from the fields of environmental humanities and the humanistic social sciences explore connections between the current and unprecedented rise of environmental degradation, economic inequality, and.
eBook
Cultivating Support for the Sustainable Development Goals, Green Strategy and Human Resource Management Practices in Future Business Leaders: The Role of Individual Differences and Academic Training
How we effectively train our future business leaders is critical to the success of the implementation of the SDGs. Higher education will play a central role in this effort. This research examines business student support for environmentally oriented organizational strategy (“green strategy”) and human resource management policies and practices (“green hrm”) in comparison with sustainable development (SD) students to explore the barriers facing the education of our future business leaders on the SDGs. We explore whether student political orientation, gender, or authoritarianism are associated with different levels of support within each discipline. We also examine whether business students prioritize the same UN Sustainable Development Goals (SDGs) as SD students. Results (n = 281) indicate that business students (particularly those who are male, conservative, or authoritarian) are less supportive of green strategy and green HR than SD students. However, business student support of prosperity/people-oriented SDGs offers a potential avenue for progress.
Journal Article