Measuring science identity in informal settings through citizen science: it’s complicated

Phillips, Tina; Hebbard, Claire; Karl, Rita

ABSTRACT: Programs to broaden female STEM participation, especially in pre-adolescent girls have had mixed success. We present results from an empirical study aimed at promoting positive science identity and nature connection in middle-school girls through engagement in citizen/participatory science activities at national parks. Our science identity measures include: science efficacy, science inquiry skills, interest in science, recognition as a science person, and knowledge of citizen science. We also examined girls’ comfort in nature, nature connection, and inclusion of nature in self. We examined outcomes from two participant cohorts which differed in the gender equitable and culturally responsive materials available. Youth in both cohorts showed a significant increase in science efficacy, citizen science knowledge, nature connection, and inclusion of nature. A post-only analysis showed subjective gains for common skills associated with citizen science. Apart from knowledge of citizen science, significant gains were credited to the Year 1 Cohort. There were no significant changes in interest in science or recognition as a science person in either cohort. Our hypothesis that we would see positive changes in both years on all measures, with stronger increases in Year 2, was not fully supported. We discuss opportunities and challenges of measuring science identity in informal settings.