Participatory Inequality Across Countries: Contacting Public Officials Online and Offline
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
The Internet offers low-cost ways to participate in political life, which reduces the motivation required to participate and thus potentially reduces inequalities in participation. I examine online and offline contacting of elected officials using original survey data from Canada, France, the United Kingdom, and the United States collected in 2019 and 2021. Education is a consistent positive predictor of contacting in all countries as well as both modes of contact (online and offline). Income differences are small. Younger people are more likely to contact officials, online and offline, compared to older people. Females are less likely to contact officials, online and offline, compared to males. While political interest, efficacy, online information consumption, and online group ties are believed to lead to more equity in online communication, I do not see strong differences in these variables for online and offline contacting. I conclude by discussing the implications of exclusively online contacting of officials when this form of contact is devalued by elected officials, as well as the implications of participatory inequalities with respect to influencing public policy and access to government services.
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 | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| 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