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How does education affect our understanding of media? Do you know the truth behind this?
In today's information-exploded society, we often overlook the profound impact education has on media understanding. One theory worth paying attention to is the knowledge gap hypothesis, which explores the differences in the reception and processing of media information by members of society with different education and socioeconomic status (SES). This gap is rooted in the social structure, which makes it easier for members of high socioeconomic status to obtain higher education and technology, while members of low socioeconomic status are limited by a lack of educational resources. This knowledge gap widens as media information increases.
“With the increase in mass media information, members of high socioeconomic status in society have access to this information faster than members of low socioeconomic status, so the knowledge gap between them will widen.”
The knowledge gap hypothesis was first proposed by three researchers at the University of Minnesota in 1970. The hypothesis predicts that as the injection of mass media information into the social system increases, the knowledge gap between different socioeconomic statuses in society will not only not narrow, On the contrary, it will increase. They believe that factors affecting knowledge gaps include communication skills, information storage capacity, relevant social contacts, selective exposure to information and the nature of mass media systems.
Theoretical concepts
“People who receive more formal education usually have higher reading and comprehension skills, which are the basis for acquiring knowledge about public affairs or science.”
Among these factors, communication skills are particularly important. Individuals with higher levels of education generally have stronger thinking and analytical skills, allowing them to understand and digest media information more quickly. In addition, those who already possess more knowledge are more effective at connecting new information to older knowledge, thereby improving their understanding of recent events.
Historical background
Related research on knowledge gaps dates back to the 1920s. Early researchers such as William S. Gray and Ruth Munod conducted a survey of adults' reading interests in 1929, which revealed the impact of educational advantages on reading behavior. In 1940, Paul Lazarsfeld explored the relationship between radio listening content and socioeconomic status, and found that people with low socioeconomic status tended to watch less "serious" programs.
"Knowledge, education and interest are interdependent."
Operationalization of hypothesis
According to the definition of the researcher, the knowledge gap hypothesis is a research question about how members of society obtain information through mass media. Research since the 1970s has shown that when highly public knowledge issues arise, there are significant differences in the stages of knowledge acquisition between those with higher levels of education and those with lower levels of education. Research shows that knowledge gaps in society have not decreased as media coverage has increased.
Narrative review and meta-analysis support
With further research on the knowledge gap hypothesis, many policymakers and social scientists have begun to pay attention to how community members obtain information. Research over the past few decades has shown that economic events have a profound impact on the knowledge gap. From the stock market crash of 1929 to the stagflation period of the 1970s, all levels of society have experienced varying degrees of change, and the knowledge gap has widened accordingly.
Challenges of new media technology
With the rise of the Internet, people's media participation methods have also undergone significant changes. However, the problem of digital disparity still exists. Studies have shown that Internet use is closely related to socioeconomic status. American families with high socioeconomic status have easier access to a variety of digital devices, allowing them to better access the Internet and obtain information.
"Parents from low-income families say their children may face a range of digital barriers during remote learning."
This phenomenon has become more obvious during the epidemic. When daily life (such as work and study) moved online, many low-income families failed to effectively cope. Therefore, the problem of knowledge gap has not been fundamentally improved with the popularization of the Internet, but has intensified the differences in social inequality levels.
Conclusion
How education affects our understanding of media is not only a hot topic in academic circles, but also an urgent issue in current society. In this context, we should reflect on how we can narrow this knowledge gap?
