Carlie D. Trott, Ph.D.
Climate Social Science
PUBLICATIONS
Books & Peer-Reviewed Journal Articles
§ Student trainee; ^ Community partner
Book:
Barnes, B., Fernandes-Jesus, M., Trott, C. D., & Barnwell, G. (Eds.) (2025). Community, psychology, and climate justice. Springer. https://doi.org/10.1007/978-3-031-99223-0
Peer-Reviewed Journal Articles:
38. Trott, C. D., & §Smeyne, C. N. (2026). Money matters in home decarbonization: How income and psychosocial factors shape residents’ decision-making and action in Cincinnati, Ohio. Energy Research & Social Science, 137(104764), 1-16. https://doi.org/10.1016/j.erss.2026.104764
37. Trott, C. D., §Shepherd-Reyes, E. M., §Lam, S., §Lusnak, A., & §Dreher, C. (2026). Community-led climate resilience at the neighborhood scale: Examining multi-level impacts of a participatory planning process. npj Climate Action, 5(49), 1-14. https://doi.org/10.1038/s44168-026-00359-1
36. §Smeyne, C. N., Cooper, J., Trott, C. D., & Jockin, A. K. (2025). Trauma competent caregiving: A pilot examination of a virtual trauma-informed caregiver training for foster and kinship parents. Child and Adolescent Social Work Journal. Advance online publication. https://doi.org/10.1007/s10560-025-01039-5
35. Trott, C. D. (2025). Ecopolitical psychology at the capital-climate nexus: A research agenda for the Capitalocene. Review of General Psychology, 29(3), 373-391. https://doi.org/10.1177/10892680251357828
34. Fernandes-Jesus, M., Trott, C. D., Barnwell, G., & Barnes, B. (2025). Towards a critical psychology of climate justice: Encouraging radical political imagination to shape our collective futures. International Perspectives in Psychology: Research, Practice, Consultation, 14(3), 162–173. https://doi.org/10.1027/2157-3891/a000130
33. Trott, C. D. (2025). Rewriting the climate story with youth climate justice activists. Geographical Research, 63(1), 134-152. https://doi.org/10.1111/1745-5871.12662
32. Trott, C. D. (2024). Activism as education in and through the youth climate justice movement. British Educational Research Journal. Advance online publication. https://doi.org/10.1002/berj.4082
31. Trott, C. D. (2024). “It can’t just be the younger people”: Exploring young activists’ perspectives on intergenerational solidarities for climate justice. Journal of Community & Applied Social Psychology, 34(6), 1–15. https://doi.org/10.1002/casp.70001
30. §Smeyne, C. N., Trott, C. D., Furst-Holloway, S., & Jacquez, F. (2024). Fostering self-determination: A review and research agenda advancing Self-Determination Theory as a unifying framework for youth well-being in foster care research. Child and Adolescent Social Work Journal. https://doi.org/10.1007/s10560-024-00987-8
29. Trott, C. D. (2024). Envisioning action-oriented and justice-driven climate change education: Insights from youth climate justice activists. Children & Society, 38(5), 1802-1823. https://doi.org/10.1111/chso.12846
28. §Lam, S. & Trott, C. D. (2024). Intergenerational solidarities for climate healing: The case for critical methodologies and decolonial research practices. Children's Geographies. http://dx.doi.org/10.1080/14733285.2023.2301546
27. §Rabin, J., Vaughn, L.M., Trott, C. D., & Jacquez, F. (2024). Exploring parental perceptions of early childhood education among Spanish-speaking Latinx families. Early Childhood Education Journal, 29(1), 139-154. https://doi.org/10.1007/s10643-022-01414-2
26. Trott, C. D., Weinberg, A. E., ^Frame, S. M., ^Jean-Pierre, P., & Even, T. L. (2024). Civic science education for youth-driven water security: A behavioral development approach to strengthening climate resilience. International Journal of Behavioral Development, 48(2), 145-155. https://doi.org/10.1177/01650254231188661
25. Trott, C. D., §Gray, E., §Lam, S., §Courtney, R. H., §Roncker, J. A., & Even, T. L. (2023). People’s action for climate justice: A systematic review. Local Environment, 28(9), 1131-115. https://doi.org/10.1080/13549839.2023.2187363
24. Trott, C. D., §Lam, S., §Roncker, J. A., §Gray, E., §Courtney, R. H., & Even, T. L. (2023). Justice in climate change education: A systematic review. Environmental Education Research, 29(11), 1535-1572. https://doi.org/10.1080/13504622.2023.2181265
23. 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
22. §Wakefield, W., Weinberg, A. E., §Pretti, E. L., Merritt, E. G., Trott, C. D. (2022). “When I act consciously, I can see a brighter world around me”: Preservice teacher readiness to support transformative sustainability learning. Environmental Education Research, 28(11), 1672-1690. https://doi.org/10.1080/13504622.2022.2085246
21. §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, 62, 1-25. https://doi.org/10.24840/esc.vi62.478
20. Trott, C. D. (2021). Youth-led climate change action: Examining multi-level effects on children, families, and communities. Sustainability, 13(22), 12355. https://doi.org/10.3390/su132212355
19. 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
18. 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
17. Trott, C. D. & Weinberg, A. E. (2020). Science education for sustainability: Strengthening children’s science engagement through climate change learning and action. Sustainability, 12(16), 6400. https://doi.org/10.3390/su12166400
16. 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
15. Trott, C. D., Sample McMeeking, L. B., & Weinberg, A. E. (2020). Participatory action research experiences for undergraduates: Forging critical connections through community engagement. Studies in Higher Education, 45(11), 2260-2273. https://doi.org/10.1080/03075079.2019.1602759
14. Trott, C. D., Sample McMeeking, L. B., Bowker, C. L., & Boyd, K. J. (2020). Exploring the long-term academic and career impacts of undergraduate research in science: A case study. Journal of Geoscience Education, 68(1), 65-79. https://doi.org/10.1080/10899995.2019.1591146
13. 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. https://doi.org/10.1285/i24212113v6i2-2p48
12. Jacquez, F., Trott, C. D., §Wren, A. R., §Ashraf, L. J., & Williams, S. E. (2020). Dream It! Preliminary evidence for an educational tool to increase children’s optimistic thinking. Child and Youth Care Forum, 49(6), 877-892. https://doi.org/10.1007/s10566-020-09561-6
11. Unanue, I., Patel, S. G., Tormala, T. T., Trott, C. D., Piazza Rodríguez, A., Méndez Serrano, K, & Brown, L. M. (2020). Seeing more clearly: Communities transforming towards justice in post-Hurricane Puerto Rico. Community Psychology in Global Perspective, 6(2), 22-47. (Full-text link)
10. Weinberg, A. E., Trott, C. D., §Wakefield, W., Merritt, E. G., Archambault, L. M. (2020). Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future. Sustainability Science, 15, 1767-1787. https://doi.org/10.1007/s11625-020-00831-9
9. 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
8. Trott, C. D. (2019). Photovoice for children’s climate change engagement: Using digital photography to bridge knowledge and action. The Earth Scientist, 35(2), 20-25. (Full-text link)
7. Trott, C. D., Weinberg, A. E., & Sample McMeeking, L. B. (2018). Prefiguring sustainability through participatory action research experiences for undergraduates: Reflections and recommendations for student development. Sustainability, 10(9), 1-21. https://doi.org/10.3390/su10093332
6. Weinberg, A. E., Trott, C. D., & Sample McMeeking, L. B. (2018). Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research. Science Education, 102, 1155-1175. https://doi.org/10.1002/sce.21453
5. Trott, C. D., Harman, J. J., & Kaufman, M. R. (2017). Women’s attitudes towards intimate partner violence in Ethiopia: The role of social norms in the interview context. Violence Against Women, 23(8), 1016-1036. https://doi.org/10.1177/1077801216654018
4. Canetto, S. S., Trott, C. D., Winterrowd, E. M., §Haruyama, D., & §Johnson, A. (2017). Challenges to the choice discourse: Women’s views of their family and academic-science career options and constraints. Journal of Feminist Family Therapy, 29(1-2), 4-27. https://doi.org/10.1080/08952833.2016.1273174
3. Trott, C. D. (2016). Constructing alternatives: Envisioning a critical psychology of prefigurative politics. Journal of Social and Political Psychology, 4(1), 266-285. https://doi.org/10.5964/jspp.v4i1.520
2. Trott, C. D., & Canetto, S. S. (2014). The abuse of women’s rights: Perspectives from psychology and gender studies. The International Journal of Interdisciplinary Social and Community Studies, 7(4), 1-12.
1. Canetto, S. S., Trott, C. D., Thomas, J. J., & Wynstra, C. A. (2012). Making sense of the atmospheric science gender gap: Do female and male students have different career motives, goals, and challenges? Journal of Geoscience Education, 60(4), 408-416. https://doi.org/10.5408/12-296.1
Book Chapters
10. Trott, C. D., Lickel, B., Silka, L., Chapman, D. A., & Clayton, S. (in press). Community resilience to climate change: Advancing research, equity, and collaborative action. In M. Schmitt, A. Gulnaz, S. Clayton, & C. Manning (Eds.), Psychology and climate change: Human perceptions, impacts, and responses (2nd ed.). Amsterdam: Elsevier.
9. Trott, C. D., Bentz, J., & Osnes, B. (in press). Arts integration for sustainability action: Methods that blur boundaries and build connections for alternative futures. In B. Bornemann & M. Simeons (Eds.) Handbook of Research Methods and Applications in Sustainability Transformations: Social Science Perspectives. Edward Elgar Handbooks of Research and Applications.
8. Trott, C. D. (2026). Ambivalent adultism: Theorizing hostile and benevolent adultism as barriers to intergenerational climate justice. In S. Akram & B. Bowman (Eds.), Routledge Handbook of Young People’s Environmental Activism (pp. 92–104). London: Routledge. https://doi.org/10.4324/9781003409434-8
7. Barnes, B., Fernandes-Jesus, M., Trott, C. D., & Barnwell, G. (2025). Community, psychology, and climate justice: Introduction to the collection. In Barnes, B., Fernandes-Jesus, M., Trott, C. D., & Barnwell, G. (Eds.), Community, psychology, and climate justice (pp. 1-19). Springer. https://doi.org/10.1007/978-3-031-99223-0_1
6. Trott, C. D. (2025). What would it mean to win? Envisioning alternative futures with youth climate justice activists. In Barnes, B., Fernandes-Jesus, M., Trott, C. D., & Barnwell, G. (Eds.), Community, psychology, and climate justice (pp. 23-43). Springer. https://doi.org/10.1007/978-3-031-99223-0_2
5. Trott, C. D. (2024). Photovoice for the climate justice classroom: Inviting students’ affective and sociopolitical engagement. In J. Atkinson & S. Jaquette Ray (Eds.), Existential toolkit for climate justice educators: How to teach in a burning world (pp. 89-98). University of California Press. (Full-text link)
4. Trott, C. D., §Reimer-Watts, K., & Riemer, M. (2022). In pursuit of a practical utopia: Transitioning towards climate justice. In C. Kagan, R. Lawthom, M. Richards, J. Alfaro, A. Zambrano, & J. Akhurst (Eds.), The Routledge international handbook of community psychology: Facing global crises with hope (pp. 229-245). London: Routledge.
https://doi.org/10.4324/9780429325663-19
3. Trott, C. D. (2021). Process (vs. event). In M. Baker, B. B. Blaagaard, H. Jones, & L. Pérez-González (Eds.), The Routledge encyclopedia of citizen media (pp. 331-336). London: Routledge. (Link)
2. Chapman, D., Trott, C. D., Silka, L., Lickel, B., & Clayton, S. (2018). Psychological perspectives on community resilience and climate change: Insights, examples, and directions for future research. In S. Clayton & C. Manning (Eds.), Psychology and climate change: Human perceptions, impacts, and responses (pp. 267-288). Amsterdam: Elsevier. https://doi.org/10.1016/B978-0-12-813130-5.00011-4
1. Harman, J. J., Kaufman, M. R., Aoki, E., & Trott, C. D. (2014). Sexual network partners in Tanzania: Labels, power, and the systemic muting of women’s health and identity. In H. Pishwa & R. Schulze (Eds.), The expression of inequality in interaction: Power, dominance, and status (pp. 49-79). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/pbns.248.03har
Even, T. L., Trott, C. D., *Gray, E., *Roncker, J., Basaraba, A., Harrison, T., Petersen, S., Sullivan, S., & Revis, S. (2021). Climate Equity Indicators Report - 2021, City of Cincinnati. The American Cities Climate Challenge Equity Capacity Building Fund, Bloomberg Foundation. https://www.cincinnati-oh.gov/oes/equity/climate-equity-indicators/
Clayton, S., Silka, L., Trott, C. D., Chapman, D., & Mancoll, S. (2016). Building resilient communities in the face of climate change: A resource for local communities. Society for the Psychological Study of Social Issues: Resource Guide. Retrieved from: www.spssi.org/climatechange