Comparing Student and Professional Responses Toward Advocacy in Science

ABSTRACT

To advance the conversation about scientists’ roles in advocacy, we conducted an exploratory study examining the perspectives of students alongside those of academic faculty and other natural resource professionals. We surveyed wildlife and natural resource students and professionals, mostly in the Southeastern United States, and found areas of agreement and contention that can be used for promoting communication across groups engaged in science and policy. Groups disagreed about what actions constitute advocacy and what roles are acceptable for scientists, but groups agreed scientists should engage in advocacy to influence policy. The majority of respondents lacked previous formal training about these topics. Given growing support for closer relationships between scientists and advocacy seen in this and other published works, our findings suggest that educational opportunities be made available to emerging and established scientists. Opportunities should foster a deeper understanding of the science–advocacy nexus and aid in making informed decisions about the appropriate role of scientists.

KEYWORDS:

• Advocacy
• potential for conflict
• scientific credibility
• students
• training