Which species to conserve: evaluating children’s species-based conservation priorities

Wildlife species preferences differ among children in continental and island locations

“…Specifically, these children on Andros participated in Discovery Club, an elective environmental club through which children learn about natural areas, species found in The Bahamas and the importance of conservation (Bahamas National Trust 2016). Previous research suggests Discovery Club members prioritize for conservation those native species whose numbers are rapidly declining, while non-members do not show this prioritization (Shapiro et al 2016). In North Carolina, there were no large biodiversity-centred environmental education curricula at the elementary level, and in a survey of 627 randomly selected teachers from kindergarten to fifth-grade classes (ages 5–11 years) in North Carolina, only 27% included any form of environmental education curricula in their instruction (Stevenson et al 2014).…”

“…However, the only expected bias associated with sampling differences between locations would likely result in our finding less support for children on Andros preferring invasive or exotic species more than children in North Carolina. This is because the Andros sample had greater representation (37%) of children who participated in an environmental education programme that was designed and demonstrated to promote preferences for endemic and threatened species (Shapiro et al 2016) than the North Carolina sample (near 0%). Specifically, these children on Andros participated in Discovery Club, an elective environmental club through which children learn about natural areas, species found in The Bahamas and the importance of conservation (Bahamas National Trust 2016).…”

“…encouraging their parents to recycle) (Legault & Pelletier 2000). Similarly, publishers capitalize on children's impacts on parental behaviour with animal-based story books focusing on popular species such as lions, tigers and elephants (More 1979;Shapiro et al 2016). Further, children represent the most effective pathway to change their parents' views on ideologically charged environmental issues, because their own perceptions are less driven by ideology and because they influence their parents' attitudes and behaviours (Duvall & Zint 2007).…”

“…Boys tend to favour animals that evoke fear and disgust over girls, and girls prefer more loveable or cute animals (Prokop & Tunnicliffe 2010; Schlegel & Rupf 2010). Children appear to prioritize species groups in ways that are similar to conservation biologists by prioritizing importance in nature over other attributes (Frew et al 2016; Shapiro et al 2016), whereas adults may place more emphasis on endemism and declining species (Czech et al 1998; Meuser et al 2009; Verissimo et al 2009). Although importance in nature is necessarily a general concept, children tend to view it as referring to a species’ overall significance and value to the natural system in which it resides (Shapiro et al 2016).…”

‘Generation Nemo’: motivations, satisfaction and career goals of marine biology students

“…A genuine interest in a subject is generally the strongest determinant to pursue studies, and possibly a career, featuring that subject (Archer, DeWitt, and Wong 2014;Beggs, Bantham, and Taylor 2008;Edwards and Quinter 2011;Malgwi, Howe, and Burnaby 2005). The growing interest in marine biology among young people is also likely linked to society becoming more exposed to problems of marine conservation, resulting in greater awareness regarding the importance of protecting marine environments, ecosystems and species (Baumgartner and Zabin 2008;Colleton et al 2016;Gill and Golding 2001;Guest, Lotze, and Wallace 2015;Hamilton and Safford 2015;Jefferson et al 2015;Lambert 2006), with particular attention towards the charismatic and flagship species (Brito and Vieira 2016;Hawkins et al 2016;Jefferson et al 2014;Shapiro et al 2016). In addition, practical ways to deal with issues of coastal and marine conservation, including the establishment of Marine Protected Areas, may have played a significant role in stimulating interest among youth in the field of marine biology (Bianco, Koss, and Zischka 2016;Nicoll et al 2016;Pearse et al 2013).…”