Good Girls Go to the Polling Booth, Bad Boys Go Everywhere
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Participation research routinely reveals a gender gap with regard to most forms of political engagement. In the recent literature, differences in the availability of resources and civic skills are usually invoked as an explanation for this pattern. This theory focuses primarily on adult behavior and has not as yet been investigated among young people, for whom we can assume that resources are distributed more equally. In this article, we examine gender differences in the anticipation of political participation among American fourteen-year-olds, building on the 1999 International Association for the Evaluation of Educational Achievement study (n = 2,811). First, the results show that girls at this age mention even more actions they intend to engage in than do boys, so clearly the gender gap with regard to the level of participation has not yet emerged at that age. Second, we observe distinct patterns with regard to the kinds of actions favored, with girls being drawn more towards social movement-related forms of participation than boys, and with boys favoring radical and confrontational action repertoires as compared to girls. The results are important for the reconceptualization of the concept of political participation as well as for theories that explain the gender gap.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it