320
T. A. Raman and J. M. Luetz
Table 16.1 Influences on
participant’s
pro-environmental behaviour
While in School
(percentage of all
respondents)
Influences
Presently
(percentage of all
respondents)
53
My
parents/guardians
said I had to
47
57
It was one of my
secondary school
rules
25
11
My friends were
doing it
18
12
It is part of my
religion
17
20
It is part of my
culture
24
N/A
My workmates are
doing it
6
49
I wanted to
51
and post school, were parents and guardians – see Table 16.1. Interestingly, religion
was an influence for 12% of the respondents while in secondary school and increased
to 17% at the time of completing the questionnaire (after they had left school). While
the influence of parents/guardians remains consistently strong, it is worth noting that
the number of participants identifying the influence of religion, culture and friends
increased from the time they were in school to presently (at the time of completing
the questionnaire).
Data collected from the focus groups and semi-structured interviews with students
included the discussion of religion. Christian student comments included the
following verbatim remarks:
The environment is important in my religion…. we must look after the environment because
the environment looks after us.
In my school we were always reminded about how we must be stewards of creation.
We have to keep our school clean like we keep our homes clean because it is showing respect
to God.
We used to go to our school grotto sometimes to say our prayers and we used to pray about
what we were thankful for and I think because we were outside, many of us used to mention
that we were thankful for the environment, the plants and the animals.
Comments made by a student who follows the Islamic faith showed awareness of
links between religious beliefs and impact on the environment:
In my religion we are not allowed to eat pork, and this is also good because of the methane
gas and the damage to the environment.
A student who follows the Hindu faith showed awareness of links between
religious beliefs and practices, and how the environment should be regarded:
T. A. Raman and J. M. Luetz
Table 16.1 Influences on
participant’s
pro-environmental behaviour
While in School
(percentage of all
respondents)
Influences
Presently
(percentage of all
respondents)
53
My
parents/guardians
said I had to
47
57
It was one of my
secondary school
rules
25
11
My friends were
doing it
18
12
It is part of my
religion
17
20
It is part of my
culture
24
N/A
My workmates are
doing it
6
49
I wanted to
51
and post school, were parents and guardians – see Table 16.1. Interestingly, religion
was an influence for 12% of the respondents while in secondary school and increased
to 17% at the time of completing the questionnaire (after they had left school). While
the influence of parents/guardians remains consistently strong, it is worth noting that
the number of participants identifying the influence of religion, culture and friends
increased from the time they were in school to presently (at the time of completing
the questionnaire).
Data collected from the focus groups and semi-structured interviews with students
included the discussion of religion. Christian student comments included the
following verbatim remarks:
The environment is important in my religion…. we must look after the environment because
the environment looks after us.
In my school we were always reminded about how we must be stewards of creation.
We have to keep our school clean like we keep our homes clean because it is showing respect
to God.
We used to go to our school grotto sometimes to say our prayers and we used to pray about
what we were thankful for and I think because we were outside, many of us used to mention
that we were thankful for the environment, the plants and the animals.
Comments made by a student who follows the Islamic faith showed awareness of
links between religious beliefs and impact on the environment:
In my religion we are not allowed to eat pork, and this is also good because of the methane
gas and the damage to the environment.
A student who follows the Hindu faith showed awareness of links between
religious beliefs and practices, and how the environment should be regarded: