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As species move into new environments through founder events, their phenotypes may diverge from native populations. Identifying the drivers underlying such variation and the constraints on the adaptive potential of this variation is essential for understanding how organisms respond to new or rapidly changing habitats. Such phenotypic divergence may be especially evident in populations introduced to new environments via human-assisted transport or in dramatically altered environments such as cities. Sexually dimorphic species beg the additional questions of how these new environments may influence the sexes differently and how dimorphism may shape the range of potential responses. The repeated translocation, establishment, and spread of wall lizards (Podarcis spp.) from native European populations to new locations in North America provide an excellent natural experiment to explore how phenotypes may differ after establishment in a new environment. Here, we quantify body shape and the multivariate morphological phenotype (incorporating limb dimensions and head length) of common wall lizards (P. muralis) and Italian wall lizards (P. siculus) in replicated North American introductions. In both species, males are larger and have larger head length and limb dimensions than females across all sampled groups. Sexual dimorphism in the multivariate morphological phenotype was of similar magnitude when comparing native and introduced populations for both species, though the trajectory angles in multivariate trait space differed in P. siculus. When comparing introduced lizards from contemporary and historically collected museum specimens, we identified differences of similar magnitude but in different trajectories between sexes in P. siculus, and differences in both magnitude and direction of sexual dimorphism in P. muralis. These idiosyncratic patterns in phenotypic trajectories provide insight to the potential array of processes generating phenotypic variation within species at the intersection of invasion biology and urban evolution. 

Participatory science and amateur participation in scientific data collection and work has been common for hundreds of years, but has become a more formalised field of practice in recent decades. The inclusion and reliance on informally trained members of the public in scientific endeavours has especially helped connect natural history collections to the general public. In recent decades, the term used to describe these participants — citizen scientists — was intended to unite formal and informal scientists as global citizens working towards a common goal. However, the term 'citizen' today has negative connotations for many members of the public and can have a polarising effect on certain individuals. Given that the nature of participatory science is to be inclusive and inviting, it is time to change this terminology. The term 'community' science has been suggested as an alternative by some practitioners and programmes. This self-awareness within the scientific community is important, but lacks impact without input from the community members potentially participating in these programmes. We addressed this knowledge gap by posing the question of term preference to groups of volunteers who have attended participatory science activities from the Field Museum of Natural History (Chicago, Illinois, USA) and the Natural History Museum of Los Angeles County (Los Angeles, California, USA) from 2019 to 2023. A majority of respondents showed a clear preference for the term 'community' over 'citizen' science. This was especially true for younger individuals and those who belong to ethnic groups other than White. This information can impact which terms are used for specific programme populations and supports community involvement in selecting terminology and in project design. We advise stopping use of the term 'citizen' in all participatory science programmes and adopting terminology that is most appropriate depending on region, research, audience and activity. Moreover, participant populations should be solicited to hear their voices. 

We investigated youth participation in three Community and Citizen Science (CCS) programs led by natural history museums in out-of-school settings. Using second generation Activity Theory, we looked at repeated participation over time, collecting and then qualitatively analyzing ethnographic fieldnote observations on focal youth participation and components of the activity systems. We found each program provided multiple and unique access points for youth to participate in environmental science. Further, when facilitators emphasized the scientific goals of the programs clearly and repeatedly, youth participation in the scientific processes of the CCS programs deepened. Access to scientific tools, facilitation in using them, and repeatedly applying them in authentic research, enabled youth to participate in different aspects of CCS, from exploring to submitting biological data. Repeated participation in CCS activities provided the opportunities for youth to try the same type of participation multiple times (intensification), as well as provided the opportunity for youth to try different types of participation (diversification). Our findings suggest that repeated participation in authentic scientific research in CCS contexts fosters youth development of new roles and possible development of environmental science identities.