Alexandra E. Schindel (she/her)

My research lies at the crux of two of the most significant challenges in US schooling: a) the pressing need to increase the participation of young people in science from communities that have historically been underrepresented in STEM fields; and b) educating youth in a time of climate crisis. In my research, I address the critical need to increase learning and participation in science, environmental, and climate change education among underrepresented youth and to develop teacher capacity to facilitate empowering, equity-based practices in these fields. I accomplish this through two interrelated strands: (1) examining and enacting critical approaches to environmental and climate change education; and (2) examining contexts that support youth participation, civic action, and empowerment in science learning environments.

• PhD, University of Wisconsin-Madison (2011)
• MAT, Cornell University (2001)
• BS, Brigham Young University (1998)

• Schindel, A., Miles, M., and Haq, K. (2023). Racializing Climate Justice in/for Education. Current Issues in Comparative Education.

• Schindel, A., Miles, M., Haq, K. & Aziz, T. (2024). A Critical Review of Environmental Justice Education in Research. Poster presented at the annual meeting of American Educational Research Association, Philadelphia, PA.;

• Citizen Science Teachers: University at Buffalo (UB) Noyce Residency Scholars; Federal; NSF NOYCE; Awarded; (06/04/2021-06/01/2025)

• AERA Environmental Education SIG Program Chair for 2024 Conference
  04/20/2023-04/21/2024
• Climate Resilience Education Task Force (CRETF), Policy Action Committee Member
  04/01/2023-05/29/2024