Climate literacy among undergraduate students who study science in Los Angeles

Abstract

Purpose This study aims to analyze undergraduate science majors’ perceptions of climate change. Design/methodology/approach Three science major student cohorts at Loyola Marymount University – first-year exposure (first-years taking a course related to climate science), first-year control (first-years taking a course unrelated to climate science) and non-first-year exposure (non-first-years interested in climate science taking a related course) – were given a climate literacy survey at the beginning and end of each course. Student perceptions were also compared with national and local data. Findings First-year students exposed to the topic showed increased awareness of climate change, trust in climate scientists and acknowledgment of the scientific consensus. Exposure also increased the non-first-year cohort’s awareness that global warming is already affecting the country. All three cohorts showed greater awareness of humanity’s role in causing climate change than the public. However, misconceptions regarding technical concepts persisted throughout. Research limitations/implications This was a single-institution study in Los Angeles with a limited sample. Exposure to specific topics varied between cohorts, depending on the learning outcomes of each course. Originality/value Undergraduate science majors have a greater understanding of climate change’s anthropogenic nature compared with local and national populations. First-year students have a lower initial understanding of climate change and less trust in climate scientists than non-first-year students interested in the topic. All science majors can improve their understanding of general concepts and strengthen their confidence in scientists by taking a relevant course. Students struggle to learn specific technical concepts, but can improve their short-term comprehension through studying.