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.