A multi-method study of background experiences influencing levels of geographic literacy

This study examines the factors and experiences influencing geographic literacy among United States college students. Much has been written about the low scores of United States students on geography tests, but limited research has been conducted to isolate the background factors and experiences that hinder or help students' acquisition of geographic knowledge. The previous studies predominantly examine place-name knowledge which does not reveal the conceptual extent of geographic knowledge. My study defines, conceptualizes, and examines geography knowledge in a three level framework including: (i) place-name and location knowledge (low-level geographic literacy); (ii) understanding of geographic interrelationships (middle-level geographic literacy); and (iii) critical geographic knowledge (high-level geographic literacy). Most of the prior research has relied on surveys and correlational analysis, with some intriguing, but somewhat superficial findings. The purpose of this study is to examine, through a test, a survey and in-depth interviews, what first-year and second-year United States college students know about geography, how they learned geography, acquired geographic skills and understanding, and which school and family experiences shaped their knowledge. The goal is to fill in some key gaps in the current knowledge about geography learning and the role of both life experiences and the American school curriculum. 165 undergraduate college students at SUNY Binghamton were given a survey and a geography test adopted from the National Geographic Roper 2002: Global Geographic Literacy Survey. The survey and geography test assessed three levels of geographic knowledge, including place-name and location, geographic interrelationships and critical geographic knowledge. Qualitative and quantitative methods were used to analyze data. The standardized beta coefficients (regression weights) were used to interpret the direct effects of individual independent variables on the dependent variable (geographic literacy score). Very powerful relationships were evident between geographic literacy and living abroad, sex and travel. Suggestions are offered to include geography instruction within the teacher education program courses and to change the teaching style to integrate technology in teaching the social studies like using Web based information as a way of promoting geography education in our schools. A plea is also made for parents to get involved in their children's geographic learning, especially in their early years. Throughout this study the primary focus group the "United States," is also referred to as "American," or "America".