Testing the Impact of <scp>P</scp>olitical Generations: The <scp>C</scp>lass of 94 and Pro‐feminist Ideas in the <scp>S</scp>wedish <scp>R</scp>iksdag
Why this work is in the frame
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Bibliographic record
Abstract
How can one explain the transformation of elected assemblies like national parliaments? In this study it is argued that much can be gained from taking the assumption of political generations more seriously when trying to explain transformations of the political agenda – for example, of themes and topics brought up in the parliamentary process. More specifically, the article expands on previous research in three ways: first, it launches the concept of ‘parliamentary political generation’ where the core element is the combination of an influx of large numbers of newcomers into the elected assembly and an electoral context that is formative – that is, that exhibits characteristics that distinguish the election from other elections. Second, an empirical test is conducted where other factors such as party affiliation and social background characteristics are controlled for. Finally, the test on the impact of parliamentary political generations is conducted in a context – the S wedish R iksdag – where parliamentary party groups are strong. The data used is the P arliamentary S urveys 1985–2010 conducted at the D epartment of P olitical S cience, U niversity of G othenburg, S weden. The political generation in focus is the ‘ C lass of 94’. The results show that the C lass of 94 distinguish themselves by being more feminist than their senior colleagues and other groups of newcomers in S wedish elections. This is the feminist generation in S wedish politics.
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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 | 0.002 | 0.038 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.005 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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