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Challenging “Citizen Science”: Liminal Status Students and Community-Engaged Research

Author

Listed:
  • Esa Syeed

    (College of Liberal Arts, California State University Long Beach, Long Beach, CA 90804, USA)

  • Abigail Rosas

    (College of Liberal Arts, California State University Long Beach, Long Beach, CA 90804, USA)

  • Farah Hammam

    (College of Liberal Arts, California State University Long Beach, Long Beach, CA 90804, USA)

  • Sherry Shen

    (College of Liberal Arts, California State University Long Beach, Long Beach, CA 90804, USA)

  • Fatima Zeferino

    (College of Liberal Arts, California State University Long Beach, Long Beach, CA 90804, USA)

Abstract

The problematic term “citizen science” continues to circulate in scholarly circles and points to challenges with how researchers may conceptualize who takes part in community-engaged inquiry. Emerging from experiences with a research team intentionally comprised of students who are undocumented, political asylees, and those belonging to mixed status families, we seek to center how immigration status can inform justice-oriented research processes. By focusing on students experiencing liminal status, we note both the structural barriers they face as well as their agency. Through a critical reflexive process, we outline four key tensions that address skills, authenticity, inclusivity, and possibilities relevant to mixed status teams conducting community-engaged research. By exploring how citizenship status impacts research at epistemological and applied levels, we arrive at more inclusive and just possibilities for community-engaged research.

Suggested Citation

  • Esa Syeed & Abigail Rosas & Farah Hammam & Sherry Shen & Fatima Zeferino, 2022. "Challenging “Citizen Science”: Liminal Status Students and Community-Engaged Research," Social Sciences, MDPI, vol. 11(2), pages 1-12, February.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:2:p:66-:d:745894
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    References listed on IDEAS

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    1. Jenny Banh & Jelena Radovic-Fanta, 2021. "University and Professor Practices to Support DACA and Undocumented Students: DACA Student Experiences, Teacher Knowledge, and University Actions," Social Sciences, MDPI, vol. 10(9), pages 1-16, September.
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