Study: “Working together” won’t fix climate change
Researchers say the best way to encourage activism is by emphasizing individual, rather than collective, action
Topics: Pacific Standard, stanford university, research studies, Climate Change, social action, Activism, Social News, Life News
When it comes to climate change, we’re all in this dilemma together, and forcefully addressing it will require collaboration and cooperation. A stirring sentiment, but if you’re looking to spur white Americans to action, it’s actually counterproductive.

That’s the conclusion of a Stanford University research team, which found invoking the idea of interdependence undermined the motivation of European-American students to take a course in environmental sustainability.
The researchers, led by MarYam Hamedani of Stanford’s Center for Comparative Studies in Race and Ethnicity, argue that in mainstream European-American culture, independence functions as a “foundational schema” — that is, an underlying design or blueprint that guides behavior.
“Interdependent action is not as motivating for independent European-Americans because it is inconsistent with this schema,” they write in the journal Psychological Science.
Hamedani and her colleagues describe three studies that provide evidence supporting their thesis. In one of them, 91 Stanford students — 47 European-Americans and 44 Asian-Americans — examined a website that advertised a new course focusing on environmental sustainability.
Half looked at a version of the site that emphasized independent action, noting that the students would “learn to work autonomously” and “cultivate expertise in individual action.” The others read a version that emphasized interdependence, saying that students would “learn to collaborate with others” and “cultivate expertise in social action.”
All were then asked how much effort they would put into such a class and how motivated they would feel if they enrolled. They also allocated an amount of money to sponsor course-related activities and indicated whether they felt it should be a requirement.
White undergraduates who were told it would help them develop unique personal skills were more interested in the class, and more likely to believe it should be required for graduation. In contrast, Asian-Americans — who have been influenced by a culture with a more communal-oriented mindset — found the individuality- and interdependence-oriented appeals equally appealing.






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