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Dr Carlie D. Trott

Carlie D.

Assistant Professor in Psychology, University of Cincinnati, United States

Email: carlie.trott@uc.edu

Profile

My research aims to bring visibility to, and work against the inequitable impacts of climate change, socially and geographically. In particular, my climate justice research agenda is driven by the questions, “What does a psychology of transformative social change look like?” and “What psychosocial and structural factors facilitate or impede processes of transformative social change?” My work draws upon theories within and beyond psychology (e.g., social movement, socio-ecological, and empowerment theories), employs community-engaged, participatory, and action-oriented research methods, and aims to center the voices and experiences of those most affected by climate change to simultaneously advance social justice and environmental sustainability. In the U.S., BIPOC (Black, Indigenous, and People of Color) and low-income communities as well as children and the elderly are facing disproportionate burdens as climate change exacerbates existing social, economic, and health inequities and exploits physiological vulnerabilities. My research in this area explores how to cultivate empowering spaces for minoritized and historically-excluded groups, especially young people, to learn about and take action on these issues according to their own interests and visions for a more just and sustainable future. In doing so, I use participatory action research (PAR) methods and engage with youth and community groups as co-researchers and critical actors for societal transformation.

Research

Publications

Trott, C. D. (2022). Climate change education for transformation: Exploring the affective and attitudinal dimensions of children’s learning and action. Environmental Education Research, 28(7), 1023-1042. https://doi.org/10.1080/13504622.2021.2007223

Lam, S. & Trott, C. D. (2022). Children’s climate change meaning-making through photovoice: Empowering children to learn, care, and act through participatory process. Educação, Sociedade & Culturas. Advance online publication. https/doi.org/10.24840/esc.vi62.478  

Trott, C. D. (2021). What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth. Children’s Geographies, 19(3), 300-308. https://doi.org/10.1080/14733285.2020.1870663

Trott, C. D. (2020). Children’s constructive climate change engagement: Empowering awareness, agency, and action. Environmental Education Research, 26(4), 532-554. https://doi.org/10.1080/13504622.2019.1675594

Trott, C. D., Even, T. L., & Frame, S. (2020). Merging the arts and sciences for collaborative sustainability action: A methodological framework. Sustainability Science, 15(4), 1067-1085. https://doi.org/10.1007/s11625-020-00798-7

Trott, C. D., Rockett, M. L., Gray, E., Lam, S., Even, T. L., & Frame, S. M. (2020). “Another Haiti starting from the youth”: Integrating the arts and sciences for empowering youth climate justice action in Jacmel, Haiti. Community Psychology in Global Perspective, 6(2), 48-70.

Trott, C. D. (2019). Reshaping our world: Collaborating with children for community-based climate change action. Action Research, 17(1), 42-62. https://doi.org/10.1177/1476750319829209 

Expertise

Climate justice; climate change education; youth-led participatory action research
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