Urban Students’ Definitions and Perceptions of Nature

Abstract

Previous studies have promoted the positive impacts of contact and connection with nature. Correspondingly, literature suggests that nature disconnect poses risks. Using a mixed-method design, this article examines how urban minority children perceive and define nature. While there is some research on the impact of contact with nature among children of previous generations, it is necessary to determine if the current generation of young people reap the suggested benefits of that connection or are exposed to the consequences of insufficient contact with nature. Literature suggests that children, especially those residing in low-income urban locations in the U.S., are experiencing a nature deficit. Based on research with 50 fifth-grade students in a major metropolitan U.S. school district (Houston Independent School District) the aim of this paper was first, to understand how children define and attach meaning to nature, and second, to portray children’s perceptions and experiences with nature. Findings indicate sizeable variations in children’s nature relationships. Implications related to direct exposure to nature and subsequent connections are discussed.