Gender, Scientific Knowledge, and Attitudes toward the Environment: A Cross-National Analysis
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
As of yet, relatively little information exists regarding gender differences in attitudes toward the environment. This is particularly the case when countries besides the United States and Canada are considered. Further-more, the information available has proved to be inclusive, with some studies indicating that men are more concerned about the environment than women, others indicating that women are more concerned but only in relation to a narrow range of risk-related environmental issues, and still others finding no significant differences. Using nationally representative survey data from the United States, Great Britain, Norway, the Netherlands, West Germany, East Germany, and Japan, this study investigates gender differences in levels of scientific knowledge and its consequences for attitudes toward general environmental issues. The results suggest that although men and women do differ in terms of their knowledge of scientific matters, this has little or no effect on their attitudes toward the environment. Across a majority of nations, women are not more concerned about environmental issues than men and this lack of relationship holds whether or not differences in levels of scientific knowledge are controlled for in the analysis.
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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
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