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Explore our Publications

2026

Activism as Education in and Through the Youth Climate Justice Movement

Carlie D. Trott. British Educational Research Journal (2026)

used in-depth, semi-structured interviews with 16 US climate justice activists (aged 15–17) to address the research question: How do youth climate justice activists explain and experience the educative power of their activism? The results of reflective thematic analysis bring to light youths' dual roles as ‘learners of the movement’ and ‘climate justice educators’. Download the paper

Money Matters in Home Decarbonization: How Income and Psychosocial Factors Shape Residents' Decision-Making and Action in Cincinnati, Ohio

Carlie D. Trott, Catelyn N. Smeyne. Energy Research & Social Science (2026)

We examined how income relates to the knowledge, attitudes, agency and risk perceptions that shape home decarbonization choices among renters and owners. Download the paper

Community-Led Climate Resilience at the Neighborhood Scale: Examining Multi-Level Impacts of a Participatory Planning Process

Carlie D. Trott, Emma M. Shepherd-Reyes, Stephanie Lam, Abigail Lusnak, Cara Dreher. npj Climate Action (2026)

We explored the impacts of the Climate Safe Neighborhoods Partnership in advancing equitable climate resilience in two historically underserved neighborhoods in Cincinnati, OH. Download the paper

2025

Fostering Self-Determination: A Review and Research Agenda Advancing Self-Determination Theory as a Unifying Framework for Youth Well-Being in Foster Care Research

Catelyn N Smeyne, Carlie D Trott, Stacie Furst-Holloway, Farrah Jacquez. Child and Adolescent Social Work (2025)

This review advances Self-Determination Theory research to guide lawmakers, social workers, clinicians, foster/kinship parents, and youth in foster care themselves towards more positive, self-determined experiences within and beyond the system Download the paper

What Would it Mean to Win? Imagining Alternative Ecopolitical Futures with Young Climate Justice Activists

Carlie D. Trott. Community Psychology and Climate Justice (2025)

Through reflexive thematic analysis, we generated a series of five storylines encapsulating young activists’ visions of a climate-just world. Findings emphasize that young activists’ collective visions of just climate futures encompass much more than stopping climate change.  Download the paper

Trauma Competent Caregiving: A Pilot Examination of a Virtual Trauma-Informed Caregiver Training for Foster and Kinship Parents

Catelyn N Smeyne, Julie Cooper, Carlie D Trott, Anna K Jockin. Child and Adolescent Social Work Journal (2025)

We piloted a virtual trauma-informed caregiving curriculum, Trauma Competent Caregiving (TCC), to provide preliminary evidence of its acceptability and utility for a sample of foster and kinship caregivers in the United States. Download the paper

Toward a Critical Psychology of Climate Justice: Encouraging Radical Political Imagination to Shape Our Collective Futures.

Maria Fernandes-Jesus, Carlie D. Trott, Garret Barnwell, Brendon Barnes. International Perspectives in Psychology: Research, Practice, Consultation (2025)

We discuss what radical political imagination is, why it matters, and how it can contribute to developing a critical psychology of climate justice.  Download the paper

Rewriting the Climate Story With Young Climate Justice Activists

Carlie D. Trott. Geographical Research (2025)

We explored youths’ stories into activism, defined as the counterstories motivating youths’ initial and sustained engagement in the climate justice movement. Using reflexive thematic analysis, two interrelated thematic categories were generated: redefining the problem of climate breakdown and challenging dominant climate solutionism. Download the paper

Ecopolitical Psychology at the Capital-Climate Nexus: A Research Agenda for the Capitalocene

Carlie D Trott. Review of General Psychology (2025)

This theoretical discussion contributes to a critical conversation—taking place largely beyond psychology—regarding the Capitalocene (the Age of Capital) and the global polycrisis, highlighting important linkages between capitalism, climate change, and social and economic inequality. Download the paper

2024

“It Can't Just Be the Younger People”: Exploring Young Activists' Perspectives on Intergenerational Tensions and Solidarities for Climate Justice

Carlie D Trott. Journal of Community & Applied Social Psychology (2024)

 We explored the views and experiences of intergenerational relations and tensions in young activists, and how to advance intergenerational solidarities for climate justice. Download the paper

Envisioning Action-Oriented and Justice-Driven Climate Change Education: Insights From Youth Climate Justice Activists

Carlie D. Trott. Children & Society (2024)

Through in-depth interviews, we explored US youth climate justice activists' views and experiences of climate change education and their recommendations for alternative educational approaches to advance climate justice.  Download the paper

Civic Science Education for Youth-Driven Water Security: a Behavioral Development Approach to Strengthening Climate Resilience

Carlie D Trott, Andrea E Weinberg, Susan M Frame, Peterson Jean-Pierre, Trevor L Even. International Journal of Behavioral Development (2024)

We used in-depth interviews to explore the multi-faceted behavioral developmental impacts on Haitian students (ages 20–30 years) who took part in a participatory environmental education program focused on access to clean water in Jacmel, a coastal city in Southern Haiti. Download the paper

Intergenerational Solidarities for Climate Healing: the Case for Critical Methodologies and Decolonial Research Practices

Stephanie Lam, Carlie D Trott. Children's Geographies (2024)

We argue that the predominance of single-generation research approaches in the growing literature on youth climate activism risks obscuring the intergenerational nature of youth(-led) activism that often encompasses people of many ages enmeshed in cross-generational support structures working collaboratively for change.  Download the paper

Exploring Parental Perceptions of Early Childhood Education Among Spanish-Speaking Latinx Families

Julia Rabin, Lisa Vaughn, Carlie D Trott, Farrah Jacquez. Early Childhood Education Journal (2024)

The current qualitative study utilizes focus groups to gain knowledge of Latinx perceptions of early childhood education. Download the paper

2023

Justice in Climate Change Education: a Systematic Review

Carlie D Trott, Stephanie Lam, Jessica Roncker, Emmanuel-Sathya Gray, R Hayden Courtney, Trevor L Even. Environmental Education Research (2024)

With aims of bringing visibility to existing efforts and building a foundation for more widespread justice-driven climate change education, this systematic review examined how justice frameworks are being employed in a range of climate change education contexts, within and beyond the classroom. Download the paper

People’s Action for Climate Justice: a Systematic Review

Carlie D. Trott, Emmanuel-Sathya Gray, Stephanie Lam, R Hayden Courtney, Jessica Rocker, Trevor L Even. The International Journal of Justice and Sustainability (2023)

Within the empirical literature on climate change action by everyday people, limited research has considered climate justice as a framework for action. To explore the current state of the literature on this critical topic, this systematic review examined 74 peer-reviewed articles focused on climate justice action.  Download the paper

2022

“When I Act Consciously, I Can See a Brighter World Around Me”: Preservice Teacher Readiness to Support Transformative Sustainability Learning

Wendy Wakefield, Andrea E Weinberg, Esther Pretti, Eileen G Merritt, Carlie D Trott. Environmental Education Research (2022)

To explore preservice teachers’ readiness to implement transformative sustainability learning with elementary students, we analyzed unit plans created in a sustainability teacher education course. We looked for evidence of content and pedagogy which embraces the complexity of human-environmental interactions, advances sustainability literacy by enlisting both knowledge and engagement, and mobilizes action in local and global contexts to advance social and environmental justice aims. Download the paper

Climate Change Education for Transformation: Exploring the Affective and Attitudinal Dimensions of Children’s Learning and Action

Carlie D. Trott. Environmental Education Research (2022)

This mixed-methods study examined the affective and attitudinal impacts of a multi-site climate change education program that encouraged children’s learning, reflection, and action. Findings suggest that, through the program, children acquired stronger pro-environmental attitudes, a deeper respect for nature, and a greater sense of urgency towards the need for climate action.  Download the paper

Children’s Climate Change Meaning-Making Through Photovoice: Empowering Children to Learn, Care, and Act Through Participatory Process

Stephanie Lam, Carlie D Trott. Educação, Sociedade & Culturas (2022)

We explored how children made connections between their own lives and climate change through photovoice. For this study, children ages 10 to 12 participated in Science, Camera, Action!, a program consisting of hands-on educational activities, photovoice process, and youth-led action across three neighboring cities in the US. Download the paper

2021

What Difference Does It Make? Exploring the Transformative Potential of Everyday Climate Crisis Activism by Children and Youth

Carlie D Trott. Children's Geographies (2021)

We explored the real-world significance of everyday activism by children and youth, as well as the significance of young people’s everyday activism through the lens of countercultures, while highlighting agency-limiting practices common in present-day formal educational settings. We also call for participatory and arts-based approaches in facilitating youths’ everyday climate crisis activism. Download the paper

Youth-Led Climate Change Action: Multi-Level Effects on Children, Families, and Communities

Carlie D. Trott. Sustainability (2021)

We examined the multi-level impacts of climate action by ten- to twelve-year-olds following an after-school program that used participatory methods to encourage children’s action at household and community levels. Children reported engaging in a variety of climate-protective actions to reduce their energy use and waste, as well as sharing their climate change knowledge.  Download the paper

2020

Dream It! Preliminary Evidence for an Educational Tool to Increase Children’s Optimistic Thinking

Farrah Jacquez, Carlie D Trott, Alexander R Wren, Leyla J Ashraf, Sara E Williams. Child & Youth Care Forum (2020)

We offer evidence that "Dream It! A Playbook to Spark Your Awesomeness" is feasible for facilitation in an elementary school setting and has the potential to improve key social-emotional learning outcomes for children. Download the paper

Looking Inward, Outward, and Forward: Exploring the Process of Transformative Learning in Teacher Education for a Sustainable Future

Andrea E Weinberg, Carlie D. Trott, Wendy Wakefield, Eileen E Merritt, Leanna Archambault. Sustainability Science (2020)

Our analyses document how preservice elementary teachers looked inward, outward, and forward toward building a sustainable future.  Download the paper

Participatory Action Research Experiences for Undergraduates: Forging Critical Connections Through Community Engagement

Carlie D Trott, Laura B Sample McMeeking, Andrea E Weinberg. Studies in Higher Education (2020)

This theoretical discussion introduces the concept and practice of participatory action research based undergraduate research experiences. Download the paper

Seeing More Clearly: Communities Transforming Towards Justice in Post-Hurricane Puerto Rico

Isabel Unanue, Sita G Patel, Teceta Thomas Tormala, Carlie D Trott, Angely Ann Piazza Rodríguez, Kyara Méndez Serrano, Lisa M Brown. Community Psychology in Global Perspective (2020)

We explored how a process of community transformation emerged in post-hurricane Puerto Rico. After experiencing collective trauma(s), community residents unanimously reported helping one another. In communities where leaders’ vision extended beyond reconstruction to pre-disaster levels, a process of transformation began. Download the paper

“Another Haiti Starting From the Youth”: Integrating the Arts and Sciences for Empowering Youth Climate Justice Action in Jacmel, Haiti

Carlie D. Trott, Maria L Rockett, Emmanuel-Sathya Gray, Stephanie Lam, Trevor L Even, Susan M Frame. Community Psychology in Global Perspective (2020)

We partnered with Haitian youth—who are marginalized from climate decision-making on the basis of nationality and age—to explore and address sustainability challenges in their coastal community through a community-based arts center course that integrated the arts and sciences to position youth as change agents for a more sustainable Haiti. Download the paper

Merging the Arts and Sciences for Collaborative Sustainability Action: a Methodological Framework

Carlie D Trott, Trevor L Even, Susan M Frame. Sustainability Science (2020)

We explore the possibilities and challenges of art–science integration in facilitating collaborative sustainability action in local settings as to date, much sustainability education is prescriptive, rather than participatory, and most integrated art–science programming aims for content learning, rather than societal change. 
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Children’s Constructive Climate Change Engagement: Empowering Awareness, Agency, and Action

Carlie D Trott. Environmental Education Research (2020)

We examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual and collaborative change. Download the paper

Exploring the Long-Term Academic and Career Impacts of Undergraduate Research in Geoscience: a Case Study

Carlie D Trott, Laura B Sample McMeeking, Cheryl L Bowker, Kathryn J Boyd. Journal of Geoscience Education (2020)

We used purposive sampling and semistructured interviews to explore the long-term academic and career impacts of a summer-long geoscience undergraduate research experience on 10 former participants. Download the paper

Science Education for Sustainability: Strengthening Children’s Science Engagement Through Climate Change Learning and Action

Carlie D Trott, Andrea E Weinberg. Sustainability (2020)

This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions, arguing that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society.  Download the paper

2019

Reshaping Our World: Collaborating With Children for Community-Based Climate Change Action

Carlie D Trott. Action Research (2019)

This paper documents a collaborative, multi-site participatory action research project in collaboration with children to act on climate change within local community settings. Download the paper

2018

Who Produces Knowledge? Transforming Undergraduate Students’ Views of Science Through Participatory Action Research

Andrea E Weinberg, Carlie D Trott, Laura B Sample McMeeking. Science Education (2018)

 In the present study, students assumed simultaneous roles as students, interdisciplinary researchers, and community liaisons as they facilitated a community-engaged participatory research project.  Download the paper

Prefiguring Sustainability Through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development

Carlie D. Trott, Andrea E Weinberg, Laura B Sample McMeeking. Sustainability (2018)

In this paper, we advance participatory action research-based undergraduate research experiences as an action-oriented framework through which higher education institutions can simultaneously enact and advance the United Nations sustainable development agenda, while cultivating student development.  
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Psychological Perspectives on Community Resilience and Climate Change: Insights, Examples, and Directions for Future Research

Daniel A Chapman, Carlie D Trott, Linda Silka, Brian Lickel, Susan Clayton. Psychology and Climate Change (2018)

We focused on climate change community resilience—the study of a community’s capability to flexibly and effectively respond to climate change—in order to understand and promote functionally adaptive responses to climate change. Download the paper

2017

Women’s Attitudes Toward Intimate Partner Violence in Ethiopia: The Role of Social Norms in the Interview Context

Carlie D Trott, Jennifer J Harman, Michelle R Kaufman. Violence Against Women (2017)

 This study draws on a social norms framework to examine the influence of interview context—specifically the presence of other women and men—on women’s reported attitudes toward intimate partner violence in Ethiopia, where rates are among the highest in the world.  Download the paperDownload the paper

Challenges to the Choice Discourse: Women’s Views of Their Family and Academic-Science Career Options and Constraints

Silvia S Canetto, Carlie D Trott, E M Winterrowd, D Haruyama, A Johnson. Journal of Feminist Family Therapy (2017)

Women are underrepresented as tenure-stream faculty in U.S. academia, particularly in science fields, despite the growth of women among doctorate holders. We looked at what female science graduate students’ views are of an academic career, and what values and priorities influence their career intentions and choices.
Download the paper
Download the paper

2016

Constructing Alternatives: Envisioning a Critical Psychology of Prefigurative Politics

Carlie D Trott. Journal of Social and Political Psychology (2016)

This theoretical discussion explores several reasons why prefigurative practices have been largely overlooked and at times misunderstood within mainstream social movement scholarship, traces the distinctive dimensions of prefiguration deserving of further inquiry, and calls for methodological techniques both responsive to the context-driven nature of prefigurative praxis and consistent with the ‘bottom-up’ approach embodied within these unique spaces of resistance. Download the paperDownload the paper

2014

The Abuse of Women’s Rights: Perspectives From Psychology and Gender Studies

Carlie D Trott, Silvia S Canetto. The International Journal of Interdisciplinary Social and Community Studies (2014)

The rights of women are violated in every society in the world, ofen with no consequences for perpetrators. This lack of consequence is especially common when violations of women's rights are a longstanding practice in a culture. Violations of women's rights classified as “harmfiul cultural/traditional practices" include female genital cutting, juvenile marriage, dowry murder, and murder in the name of “honor." Download the paperDownload the paper

2012

Making Sense of the Atmospheric Science Gender Gap: Do Female and Male Graduate Students Have Different Career Motives, Goals, and Challenges?

Silvia S Canetto, Carlie D Trott, Jennifer J Thomas, Cheryl A Wynstra. Journal of Geoscience Education (2012)

There is a persisting gap in the participation of women in atmospheric science, particularly at the higher levels of atmospheric science education and occupations. This gap raises questions about women's career motives, plans, and challenges relative to men's. Download the paperDownload the paper

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