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<title>UTas ePrints - 'There's only so much money hot dog sales can bring in': the intersection of green school grounds and socio-economic status</title>
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<meta content="Dyment, J." name="eprints.creators_name" />
<meta content="janet.dyment@utas.edu.au" name="eprints.creators_id" />
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<meta content="2007-09-06" name="eprints.datestamp" />
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<meta content="'There's only so much money hot dog sales can bring in': the intersection of green school grounds and socio-economic status" name="eprints.title" />
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<meta content="Green school grounds, socio-economic status, class, children's play
spaces, environmental education" name="eprints.keywords" />
<meta content="The definitive version is available online at http://www.tandf.co.uk/journals/titles/14733285.asp" name="eprints.note" />
<meta content="In the interest of enhancing children's environments, many school grounds
around the world are being 'greened' as asphalt and manicured grass are replaced
with a diversity of elements and spaces, such as trees, shrubs, gardens, art, and
gathering areas. Despite a growing body of research from a number of disciplines that
is exploring the potential of these spaces, very little is known about how issues of
socio-economic status (SES) influence school ground greening initiatives. In this paper,
I explore what (if any) relationship exists between school ground greening and SES in
a Canadian school board where approximately 20% of more than 500 schools have
begun the greening process. A mixed methods approach was used: (1) 149
questionnaires were completed by administrators, teachers, and parents associated with
45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted
with administrators, teachers and parents at five greening projects across a range of
SESs. Three significant, and arguably troubling, patterns emerged as a function of
socio-economic status of the school community. Participants associated with schools
across a range of SESs had different: (1) perceptions as to the importance/adequacy
of green school grounds; (2) access to adult support; and (3) access to funding.
The implications of these findings are discussed." name="eprints.abstract" />
<meta content="2005-12" name="eprints.date" />
<meta content="published" name="eprints.date_type" />
<meta content="Children's Geographies" name="eprints.publication" />
<meta content="3" name="eprints.volume" />
<meta content="3" name="eprints.number" />
<meta content="307-323" name="eprints.pagerange" />
<meta content="10.1080/14733280500352946" name="eprints.id_number" />
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<meta content="Bak, N. (1995). Green doesn't always mean 'go': Possible tensions in the desirability and implementation of
environmental education, Environmental Education Research, 1(3), 345-352.
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Education, 6, 209-224.
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School Grounds: Creating Habitats for Learning, Gabriola Island, BC: New Society Publishers, pp. 9-11.
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322 J. E. Dyment
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John Wiley & Sons.
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Children's Geographies, 2(1), 111-130.
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Grounds: Creating Habitats for Learning, Gabriola Island, BC: New Society Publishers, pp. 19-22." name="eprints.referencetext" />
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<meta content="In the interest of enhancing children's environments, many school grounds
around the world are being 'greened' as asphalt and manicured grass are replaced
with a diversity of elements and spaces, such as trees, shrubs, gardens, art, and
gathering areas. Despite a growing body of research from a number of disciplines that
is exploring the potential of these spaces, very little is known about how issues of
socio-economic status (SES) influence school ground greening initiatives. In this paper,
I explore what (if any) relationship exists between school ground greening and SES in
a Canadian school board where approximately 20% of more than 500 schools have
begun the greening process. A mixed methods approach was used: (1) 149
questionnaires were completed by administrators, teachers, and parents associated with
45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted
with administrators, teachers and parents at five greening projects across a range of
SESs. Three significant, and arguably troubling, patterns emerged as a function of
socio-economic status of the school community. Participants associated with schools
across a range of SESs had different: (1) perceptions as to the importance/adequacy
of green school grounds; (2) access to adult support; and (3) access to funding.
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<h1 class="ep_tm_pagetitle">'There's only so much money hot dog sales can bring in': the intersection of green school grounds and socio-economic status</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Dyment, J.</span> (2005) <xhtml:em>'There's only so much money hot dog sales can bring in': the intersection of green school grounds and socio-economic status.</xhtml:em> Children's Geographies, 3 (3). pp. 307-323. ISSN 1473-3285</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/1656/1/Childrens_Geographies_2005.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/1656/1/Childrens_Geographies_2005.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />105Kb</td></tr><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2149' );" href="http://eprints.utas.edu.au/1656/2/Dyment-Childrens-Geographies-Revisions.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2149' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2149"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1656/thumbnails/2/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1656/2/Dyment-Childrens-Geographies-Revisions.pdf"><span class="ep_document_citation">PDF (Author Version)</span></a> - Requires a PDF viewer<br />111Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1080/14733280500352946">http://dx.doi.org/10.1080/14733280500352946</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">In the interest of enhancing children's environments, many school grounds
around the world are being 'greened' as asphalt and manicured grass are replaced
with a diversity of elements and spaces, such as trees, shrubs, gardens, art, and
gathering areas. Despite a growing body of research from a number of disciplines that
is exploring the potential of these spaces, very little is known about how issues of
socio-economic status (SES) influence school ground greening initiatives. In this paper,
I explore what (if any) relationship exists between school ground greening and SES in
a Canadian school board where approximately 20% of more than 500 schools have
begun the greening process. A mixed methods approach was used: (1) 149
questionnaires were completed by administrators, teachers, and parents associated with
45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted
with administrators, teachers and parents at five greening projects across a range of
SESs. Three significant, and arguably troubling, patterns emerged as a function of
socio-economic status of the school community. Participants associated with schools
across a range of SESs had different: (1) perceptions as to the importance/adequacy
of green school grounds; (2) access to adult support; and (3) access to funding.
The implications of these findings are discussed.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">The definitive version is available online at http://www.tandf.co.uk/journals/titles/14733285.asp</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">Green school grounds, socio-economic status, class, children's play
spaces, environmental education</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/339999.html">330000 Education > 339900 Other Education > 339999 Other Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1656</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">06 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1656;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=1656">item control page</a></p>
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