Major Advisor:

   Thomas Marcinkowski, Ph.D.

         The purpose of the study was to investigate which life experiences (experiential variables) were perceived by   El Salvadoran environmental professionals as being instrumental in the development of their environmental sensitivity. For the purpose of the research, environmental sensitivity was defined as a set of affective attributes (i.e., appreciation, caring, or valuing) which results in an individual viewing the environment from an empathetic perspective (Peterson, 1982).

         The sample consisted of 17 El Salvadoran environmental professionals.  For the purpose of the research, an El Salvadoran environmental professional was defined as an individual who was born and/or raised in El Salvador, primarily works in a profession which strives to improve the quality of human life through environmental education, conservation planning or was participating in sustainable development activities.

         The study was an attempt to replicate Peterson's 1982 sensitivity research by using her interview format and questionnaire.  Peterson's Environmental Sensitivity Profile Instrument was translated into Spanish to facilitate data collection from the El Salvadoran participants.  A native speaker served as a translator during the interview process to ensure the accuracy of cross-cultural phrase interpretations and word meanings.

         Due to the descriptive and naturalist design of the study, descriptive statistics served as the primary form of analysis.  Data for each question were organized into categories for which response frequencies and percentages were calculated. 

         A life experience profile for an El Salvadoran environmental professional was constructed from the participants' demographic and interview data.  The life experience profile was used to identify any patterns in experiential variables involved in the development of environmental sensitivity.  The most frequent types of experiential variables in this profile were outdoor experiences, environmental destruction, positive formal education and outdoor organizational experiences, and role models.

         Due to limitations in the study, educational implications were discussed but educational recommendations were not offered.  Research recommendations included replication of this study in other developing countries, defining and refining environmental sensitivity as a psychological construct, and investigating the effects of personality on the development of environmental sensitivity.

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