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Redistributing Power in Community and Citizen Science: Effects on Youth Science Self-Efficacy and Interest

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  • Sarah Clement

    (International Arctic Research Center, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

  • Katie Spellman

    (International Arctic Research Center, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

  • Laura Oxtoby

    (Water and Environmental Research Center, Institute of Northern Engineering, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

  • Kelly Kealy

    (Goldstream Group, Inc., Fairbanks, AK 99709, USA)

  • Karin Bodony

    (Koyukuk/Nowitna/Innoko National Wildlife Refuge Complex, United States Fish and Wildlife Service, Galena, AK 99741, USA)

  • Elena Sparrow

    (International Arctic Research Center, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

  • Christopher Arp

    (Water and Environmental Research Center, Institute of Northern Engineering, University of Alaska Fairbanks, Fairbanks, AK 99775, USA)

Abstract

Youth-focused community and citizen science (CCS) is increasingly used to promote science learning and to increase the accessibility of the tools of scientific research among historically marginalized and underserved communities. CCS projects are frequently categorized according to their level of public participation and their distribution of power between professional scientists and participants from collaborative and co-created projects to projects where participants have limited roles within the science process. In this study, we examined how two different CCS models, a contributory design and a co-created design, influenced science self-efficacy and science interest among youth CCS participants. We administered surveys and conducted post-program interviews with youth participation in two different CCS projects in Alaska, the Winterberry Project and Fresh Eyes on Ice, each with a contributory and a co-created model. We found that youth participating in co-created CCS projects reflected more often on their science self-efficacy than did youth in contributory projects. The CCS program model did not influence youths’ science interest, which grew after participating in both contributory and co-created projects. Our findings suggest that when youth have more power and agency to make decisions in the science process, as in co-created projects, they have greater confidence in their abilities to conduct science. Further, participating in CCS projects excites and engages youth in science learning, regardless of the CCS program design.

Suggested Citation

  • Sarah Clement & Katie Spellman & Laura Oxtoby & Kelly Kealy & Karin Bodony & Elena Sparrow & Christopher Arp, 2023. "Redistributing Power in Community and Citizen Science: Effects on Youth Science Self-Efficacy and Interest," Sustainability, MDPI, vol. 15(11), pages 1-16, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:11:p:8876-:d:1160722
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    References listed on IDEAS

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    1. Geldhof, G. John & Warner, Danielle A. & Finders, Jennifer K. & Thogmartin, Asia A. & Clark, Adam & Longway, Kelly A., 2018. "Revisiting the utility of retrospective pre-post designs: The need for mixed-method pilot data," Evaluation and Program Planning, Elsevier, vol. 70(C), pages 83-89.
    2. Shamrova, Daria P. & Cummings, Cristy E., 2017. "Participatory action research (PAR) with children and youth: An integrative review of methodology and PAR outcomes for participants, organizations, and communities," Children and Youth Services Review, Elsevier, vol. 81(C), pages 400-412.
    3. Christoph Becker & Gabriele Lauterbach & Sarah Spengler & Ulrich Dettweiler & Filip Mess, 2017. "Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions," IJERPH, MDPI, vol. 14(5), pages 1-20, May.
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    1. Shulong Yan & Alexandra I. Race & Heidi L. Ballard & Erin Bird & Sol Henson & Evan F. Portier & Amanda Lindell & Maryam Ghadiri Khanaposhtani & Jadda M. Miller & Emma R. Schectman, 2023. "How Can Participating in a Forest Community and Citizen Science Program Support Elementary School Students’ Understanding of Socio-Ecological Systems?," Sustainability, MDPI, vol. 15(24), pages 1-19, December.

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