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Jason Radford

Publications and source records attributed to Jason Radford.

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Theory In, Theory Out: The uses of social theory in machine learning for social science

Research at the intersection of machine learning and the social sciences has provided critical new insights into social behavior. At the same time, a variety of critiques have been raised ranging from technical issues with the data used and features constructed, problematic assumptions built into models, their limited interpretability, and their contribution to bias and inequality. We argue such issues arise primarily because of the lack of social theory at various stages of the model building and analysis. In the first half of this paper, we walk through how social theory can be used to answer the basic methodological and interpretive questions that arise at each stage of the machine learning pipeline. In the second half, we show how theory can be used to assess and compare the quality of different social learning models, including interpreting, generalizing, and assessing the fairness of models. We believe this paper can act as a guide for computer and social scientists alike to navigate the substantive questions involved in applying the tools of machine learning to social data.

cs.CY

Architectures of Virtual Decision-Making: The Emergence of Gender Discrimination on a Crowdfunding Website

The increasing relevance of Internet-based markets requires a sustained investigation into the relationship between design and user behavior. This research begins within the sociology of quantification and markets to investigate the impacts of basic design decisions on user behavior and individual success on a widely used crowdfunding website. This study looks at one common design feature, publishing recipients' sex, on the probability of receiving funding. Following research in the sociology of gender, these effects are defined along individual, behavioral, and structural dimensions. The results reveal that before teachers' sex was published, gender discrimination was weak and inconsistent. However, afterward gender discrimination increases by an order of magnitude and becomes systematized. Contrary to expectation, donors did not discriminate by sex category, but by teachers' structural position and the kinds of language they used. Implications for research on gender discrimination, priming, and online behavior are discussed.

cs.SI