Undergraduate Student Experiences with Citizen Science Highlight Potential to Broaden Scientific Engagement

Lincoln Larson,Caren Cooper,Brianna Johns,Lisa Lundgren,Dana Thomas

doi:10.5334/cstp.419

Abstract

Opportunities for marginalized students (such as women, Black, Latinx, and Indigenous students, first-generation college students, LGBTQ+-identified individuals, and people/personswith disabilities) to engage in undergraduate research can help increase their persistence in STEM degrees and careers. The incorporation of citizen science projects into higher education provides unique opportunities for undergraduate students to get involved in scientific research, yet there is still much to be learned about how students, especially those with marginalized identities, interact with and perceive citizen science in higher education settings. Our goal was to understand student perspectives on citizen science, examine connections between participation in citizen science and student interest and sense of belonging in science, and explore how this varies based on demographic attributes. We did this using a case study with a mixed-methods design: a survey of students at a large predominantly white institution (PWI) (n = 143) and interviews with a subset of citizen science participants (n = 6). Results indicate that participation in citizen science occurred both within and outside of traditional classroom settings. Citizen science was valued most by students with an existing interest in science, and students who participated in citizen science projects reported a stronger sense of belonging in science. Our study uncovered challenges and misconceptions related to citizen science participation within higher education settings, highlighting the need for a commitment to broadening participation. Additional investigations of student perspectives regarding citizen science could allow for broader engagement of citizen science projects in higher education, ultimately helping to retain marginalized students in STEM.

Highlights

AND BACKGROUNDWomen, Black, Latinx, and Indigenous students, firstgeneration college students (FGCSs), LGBTQ+-identified individuals, and people/persons with disabilities experience marginalization in many undergraduate science programs (Dika and D’Amico 2016; Hughes 2018; National Science Foundation 2019)
When simultaneously examining interest, belonging, and demographic correlates, we found that citizen science participation was associated with students who had a Gender identity Men Women Sexual and/or gender minority Yes No Underrepresented students of color Yes No First-generation college student Yes No Disability status Yes No Academic major STEM Non STEM
In the analysis of interviews, we identified three core themes related to undergraduate student perspectives on citizen science: Citizen science is beneficial to students with a strong personal interest in science; there’s a feeling of a lack of belonging in science, and there are ways citizen science mitigates this; and there is a lack of citizen science opportunities in higher education (Table 3)

Summary

Introduction

AND BACKGROUNDWomen, Black, Latinx, and Indigenous students, firstgeneration college students (FGCSs), LGBTQ+-identified individuals, and people/persons with disabilities experience marginalization in many undergraduate science programs (Dika and D’Amico 2016; Hughes 2018; National Science Foundation 2019). While the reasons behind these disparities are complex and multi-faceted, research documents that science degree programs do not retain individuals from marginalized groups at the same rate as their peers (Chang et al 2014; Dika and D’Amico 2016; Espinosa 2011; Hughes 2018). The ramifications of this persistent trend extend far beyond higher education.

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