Date of Graduation

8-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Public Policy (PhD)

Degree Level

Graduate

Department

Public Policy

Advisor/Mentor

Song, Geoboo

Committee Member

Kerr, Brinck III

Second Committee Member

Schulte, Stephanie R.

Third Committee Member

Schreckhise, William D.

Keywords

Climate change; Cultural theory; Public policy; Risk perception

Abstract

This dissertation explores the intricate interplay between climate change perceptions, policy preferences, and the role of Cultural Theory in shaping public opinion. It begins by acknowledging the multifaceted impact of the climate crisis and emphasizing the critical importance of policy responses to mitigate its effects. Recognizing the diverse perspectives within the general public, the dissertation adopts a nuanced approach, leveraging Cultural Theory to investigate climate change risk perceptions and policy preferences. First, I examine disparities in fracking policy preferences between the general public and policy elites, employing Narrative Policy Framework-style narrative treatments. It reveals divergent responses to narrative elements, signaling a widening gap between policymakers and the public on this critical issue. Notably, the absence of hero effects underscores the potential of villain characters to influence policy preferences. I subsequently delve deeper into the role of Cultural Theory in shaping perceptions of climate change issues. It uncovers that individuals with traditionally low risk perceptions can have these perceptions heightened through specific media channels, particularly when emphasizing economic risks. This research offers insights into effective strategies for shaping climate change risk perceptions among typically resistant populations. The final stage of my research expands on previous approaches to measure educators, essential actors in climate change education and policy implementation. It examines the relationship between Cultural Theory worldviews, climate change knowledge, and risk perceptions among educators. The findings underscore the potential for climate change education initiatives for educators specifically to amplify risk perceptions and support for mitigation policies across not just educators but a broader swath of the general public as well. Collectively, these papers contribute to understanding public perceptions on critical climate-related issues, and illuminate the influence of Cultural Theory worldviews, news media consumption, and narrative treatments. They emphasize the need for nuanced research to identify the key drivers of public support for climate change policies, offering valuable insights for policymakers, educators, and stakeholders aiming to address the climate crisis effectively.

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