8 - Have Rainbow, Will Collect Data: How Citizen and Community Science Engages Queer Volunteers

Summary

Introduction

The vast majority of science learning and engagement occurs beyond the walls of a classroom across the span of one's lifetime (Falk and Dierking, 2010). Given this fact, there is a large portion of the global population who seek opportunities that allow them to pursue their lifelong scientific interests and curiosities in a variety of settings. These opportunities can be considered informal science, technology, engineering, and mathematics (STEM) engagement opportunities and include people of all ages, interests, and backgrounds who engage with STEM on their own initiative through dynamic mediums. Among informal opportunities that promote public participation in STEM are those in which the public engages with and contributes to scientific research activities. These types of projects and programmes may include and/or be referred to as examples of volunteer monitoring, public participation in scientific research (PPRS), or more generally, as citizen and community science (CCS). Regardless of the name or title ascribed to this form of participatory STEM engagement, these opportunities largely remain rooted in traditional scientific norms and practices, which can often be exclusionary or unwelcoming for individuals with marginalized identities and backgrounds, including members of the LGBTIQA+ community.

In a broad sense, CCS can be used to identify an array of projects that involve ‘nonscientists engaging in doing science’ (NASEM, 2018). CCS describes activities that typically involve public audiences in the process, methods, and standards of scientific research with the aim of advancing scientific knowledge or application (NASEM, 2018). As a practice and a field, CCS is not well defined or well bounded, however, it is becoming the term most commonly recognized within the scientific and science communication communities. Beyond engaging in doing science, which commonly involves the processes of data collection and scientific research, CCS engagement serves as an example of informal science learning by engaging volunteers with scientific content and processes (Bonney et al, 2009). While the responsibilities and duties of participants in CCS may vary based on a variety of project design factors and overall project model of participation (Shirk et al, 2012), generally the role of a CCS volunteer is to assist with and contribute to scientific research or monitoring activities.