Replanting the Roots of Communication Policy

[Update: shortly after this was written, the FCC released details about Chairman Wheeler’s “Protecting the Open Internet” proposal, which will be discussed here in later posts]

With the FCC expected to classify broadband access as a Title II common carrier service, while also preempting state restrictions on municipally-owned access networks, the Commission’s February 26 meeting is poised to launch a new era in U.S. communication policy.

To appreciate the significance of the Commission’s impending Title II decision, it’s useful to step back from the drama and details of today’s regulatory and market battles, and consider the agency’s upcoming vote from a historical perspective, starting with the Communications Act of 1934. I’d suggest that, viewed from that perspective, the FCC’s decision to treat broadband access under Title II is an attempt to replant the roots of communication law in the fertile ground of today’s First Amendment-friendly technology.

The Act’s stated purpose was:

“to make available, so far as possible, to all the people of the United States a rapid, efficient, nationwide, and worldwide wire and radio communication service with adequate facilities at reasonable charges.”

Given the relatively primitive technology of that era, the 1934 Act adopted different regulatory schemes for wireless broadcasting and wireline telephony, each designed to accommodate the technical constraints of the industry it was to regulate. Wireless broadcasting, constrained by technical interference among a cacophony of competing “voices,” was addressed by a system of exclusive licensing. This gave a relative handful of licensees First Amendment megaphones of unprecedented reach and power, in exchange for a vague and difficult-to-enforce set of “public interest” obligations.

Unwieldy at best, enforcement of broadcasting’s public interest regulations was largely abandoned in the 1980s under the Reagan Administration, which viewed deregulation as a much needed and broadly applicable solution to the nation’s economic problems. From that perspective, the best way to serve the public interest was, in most cases, to rely on the “magic of the market.” To the Administration’s first FCC Chair, Mark Fowler, the powerful broadcast and cable media were just more markets needing a healthy dose of deregulation.  As he famously put it, television was “a toaster with pictures.”

Fowler’s comment not only ignored television’s powerful social and political influence and vital First Amendment role, it also failed to acknowledge that the broadcast license model (along with legal or de facto exclusive cable franchises) had fundamentally imbalanced the First Amendment playing field. Deregulating the broadcast sector after decades of such imbalance simply aggravated these existing imbalances, as economic drivers pushed the broadcast and cable sectors (and other mass media) toward ever greater levels of consolidation.

Under the broadcast and cable TV models, the status of citizens is relegated to “media consumers” (a.k.a., “eyeballs”), whose aggregated attention is sold to commercial and political advertisers. In this model, the main ways for individual citizens to exercise their First Amendment rights is by choosing from among a handful of available multichannel bundles and bundlers, and using their remote to change channels and mute the audio during especially loud and annoying commercials.

In contrast to its approach to broadcasting, the 1934 Act treated telephony as a Common Carrier under Title II of the Act. Though its copper network supported only one-to-one narrowband voice communication, telephony’s non-discrimination and universal service requirements made it fundamentally more First Amendment-friendly than broadcasting’s reliance on vague, indirect and hard-to-enforce “public interest” requirements. If you wanted to talk to someone, you simply picked up the phone and called them. You didn’t need permission from or need to negotiate with the telephone company. Nor did you have to pay that company more if particular calls made you lots of money or were otherwise especially valuable to you.

But the telephony model also suffered problems beyond its technical constraints. Lacking competition, AT&T, the nation’s dominant monopoly provider, tended to resist or even block innovation it did not control; the technology running its network remained proprietary and expensive; the process of price regulation became increasingly complex and litigious; and the dynamics of regulatory capture became deeply entrenched. The result was prices protected from competitive pressures, and ploddingly slow introduction of new services, features and devices, even as technology and customer preferences evolved with increasing speed.

When we focus on these two historical roots of communication law rather than the latest round of regulatory and PR skirmishes, it becomes easier (and more important) to recognize the unique power and significance of the Internet, something FCC chairman Tom Wheeler, a self-described history buff, appears to do.

Not only does it combine the strengths of television (harnessing the power of high-quality video and one-to-many communications) and telephony (universal, non-discriminatory access to a relatively symmetrical two-way network), the Internet adds to this an innovation-focused ecosystem built on a foundation of low-cost, standardized (and often open-source) hardware and software. The result has been a massive amount of innovation, creative collaboration, economic growth, free speech, and citizen empowerment, a historic development that my colleague Bill Dutton, director of the Quello Center, has described as the “Fifth Estate.”

To remain true to the purpose and goals of the 1934 Communication Act in a world that no longer faces the technical constraints the law’s drafters were confronted with, I’d suggest we consider the following questions in evaluating the FCC’s Title II decision and communication policy in general:

  1. Can today’s communication technologies readily support the application of the “direct” First Amendment treatment embodied in common carrier regulation to virtually all forms of electronic communication? Put another way, can we remedy the First Amendment imbalancing that the 1934 Act institutionalized in its effort to accommodate that era’s relatively primitive technology?
  2. If so, should we not adopt such policies to remedy the longstanding and destructive First Amendment imbalances that have plagued the communications sector and our social, political and economic systems since Congress passed the 1934 Act?
  3. Would a failure to adopt such policies and instead allow or even encourage increasingly consolidated and unregulated control of essential wired and wireless communication infrastructure violate the First Amendment, if not in letter, at least in spirit?
  4. And would such a failure also constrain and/or distort the healthy evolution of our economy, democracy and society?

I’d argue that the answer to all four questions is yes. And I salute chairman Wheeler–who played a key role in the industry’s development as chairman of NCTA and later CTIA–for embracing a deep and historical view of policy issues that are difficult to resolve without upsetting those who, in the course of that development, have gained control of the access networks that connect American citizens to the Internet and to each other.

In a future post I’ll focus on the Commission’s planned action on state laws restricting municipal broadband, a second key component of its effort to carefully replant and revitalize the roots of U.S. communication policy in the digital age.

Primary takeaways

  • Digital inequality shows larger impacts on youth academic performance as compared to time spent on screens.

  • Digital skills play a significant role in mediating unstructured online engagement (social media use, playing video games, browsing the web) and youth academic, social, and psychosocial development.

  • Unstructured online engagement and face-to-face social interaction are complementary and continuously interact to create and enhance youth capital outcomes.


A familiar story: concerns of screen time

Today’s discussions of adolescent well-being have coalesced around a clear narrative: teenagers spend too much time online, and their academic performance, mental health, and social lives are deteriorating as a result. A steady stream of academic papers, books, and op-eds, alongside a growing number of policy proposals––school phone bans, age-gated social media use, restrictive screen-time limits––rest on the same underlying claim, aligning with a contemporary, digitized version of the displacement hypothesis:

Screen time, particularly the unstructured, free-time spent on social media, gaming, watching video content, or browsing the web, is said to displace the productive face-to-face activities that build adolescents into capable adults.

The implied and often practiced solution is restriction. In response, this dissertation tested this claim directly, and placed it within the broader context of adolescence.

Across three years, I followed 653 Michigan adolescents from early through late adolescence: in grades 8 or 9 (survey one, 2019) to grades 11 or 12 (survey two, 2022). Notably, these students, studied over time, were part of a broader pooled sample of 5,825 students across the same eighteen highschools. The study window captured the year before and the year after the peak of the COVID-19 pandemic and related lockdown orders, functioning as an unprecedented stress test for theories of adolescent social, academic, and digital life and, importantly, as a benchmark to compare the effects of pandemic-related change and inequality to those effects from screen time alone.

Across four studies of adolescents, consisting of six cross-sectional and longitudinal analyses, findings are not consistent with the displacement narrative, nor the broader concerns about the time youth spend on screens.

Findings are, however, consistent with something the current public and (most) academic discussions have largely overlooked or ignored: the gaps and inequalities that determine whether adolescents can access and use the internet meaningfully in the first place.

What the displacement hypothesis overlooks

Displacement and related research and policy concerning the time young people spend online assumes a “zero-sum” model of adolescent day-to-day time. An hour online is an hour not spent studying, reading, sleeping, or interacting face-to-face (i.e., time spent on more productive or developmentally “better” activity).

Indeed, this makes sense logically. However, as an empirical claim, this model requires time spent online to behave differently from all other ways adolescents allocate time; it must produce uniquely negative outcomes and be inherently harmful across digital contexts, rather than the typical mix of trade-offs corresponding to, and often overlooked among any other social or developmental context.

Yet, online time does not differ from other youth activity. Instead, I find it has a mix of pros, cons, and even some “uniquely digital” benefits which youth utilize for social and academic gains. When I compared unstructured digital media use against traditional face-to-face interaction and activities, both produced similar patterns: some negative associations with academic outcomes, some null, and some positive.

Trade-offs within traditional face-to-face activity (for example, social time with friends and family, or time spent in after-school extracurriculars) are treated as ordinary developmental experiences that must be experienced for the betterment of development. The identical trade-offs involving digital time tend to be overlooked or ignored, and online engagement is perceived as altogether harmful.

A growing body of evidence, including this dissertation, do not support that distinction. Indeed, the developmental context is routinely misread, leaving out the context of the experiences and time spent on digital, as well as face-to-face activities, interactions, existing inequalities, and changes inherent to development. As such, I proposed a novel framework to understand these contexts:

Digital capital exchange

Rather than treating screen time as a unified harm, this dissertation advances an exchange”-based framework, grounded in James Coleman’s theories of youth capital and digital inequality scholarship, particularly following Eszter Hargittai, Jan van Dijk, and Alexander van Deursen (see this list of all dissertation references for full works).

The core proposition is that adolescents’ online engagement is not an alternative to developmental activity but another, albiet modern domain through which young people accumulate and mobilize online resources––particularly digital skills––that work alongside existing social networks and experiences to be exchanged for human capital (measured as: academic achievement, aspirations, STEM interest) and social capital (peer networks, community participation, extracurricular involvement).

Online time is not the mechanism; instead, it is digital skills that I find to be the most vital component in youth capital exchange and enhancement. Unstructured online engagement contributes to online skills; those skills, accumulated and mobilized alongside existing peer, family, and community networks, translate into the outcomes researchers and parents care about, i.e., academic achievement, aspirations, and face-to-face interaction and social networks.

This digital capital framework treats online and in-person contexts as complementary rather than antagonistic, and it situates adolescents’ digital lives within the structural conditions––connectivity quality, device reliability, autonomy of use––that determine whether exchange can occur at all.


Methods (in brief)

Paper-and-pencil surveys were administered to students in classrooms at two time-points: spring 2019 (N=2,876) and spring 2022 (N=2,949), across the same eighteen predominantly rural Michigan schools, grades 8–12. Official, nationally-ranked standardized reading, writing, and math test scores (PSAT 8/9, PSAT 10, SAT; College Board) were then anonymously linked to students’ survey responses with the help of participating districts.

Cross-sectional path analyses modeled pooled and wave-specific samples (pooled N=5,825); two-wave cross-lagged panel models tested reciprocal, longitudinal relationships on the 653 students who completed both surveys. Multi-group analyses of the cross-lagged panel models compared relationships between girls (N=345) and boys (N=308). All longitudinal models included time-invariant socioeconomic covariates as well as time-varying covariates to reduce omitted-variable bias.

Key findings: an overview

To summarize, to the best of my ability, eight chapters across 376 pages, I present two primary findings:

First: digital inequality predicted larger and more consistent declines in human capital than screen time did.

Unreliable home internet and technology maintenance problems––experiencing and/or dealing with broken or outdated devices and software, restrictive school-issued hardware, issues with connecting to or maintaining internet access––decreased youth GPA and standardized test achievement. And, these effect sizes were substantially larger than any negative direct effect from unstructured digital media use.

Across all four empirical studies, digital inequality emerged as the most substantial predictor of academic and developmental decline.

Second: digital skills mediated the relationship between online time and adolescent academic and social outcomes.

Unstructured digital media use, particularly online gaming and web browsing, predicted higher internet and social media skills for adolescents, which in turn predicted stronger academic achievement and self-efficacy (human capital), and social interaction and extracurricular participation (social capital). The positive indirect effect of screen time through skills offset or exceeded any small negative direct effects across several outcomes (supporting our existing peer-reviewed work: Hales & Hampton, 2025, and which you can read more about here).

These exchange processes were amplified when peer and family networks were modeled alongside digital skills, consistent with the premise that online and offline contexts operate together rather than in competition. The effect was not universal: social media skills amplified rather than offset a negative association with consistency of interest, one of the two subscales of grit. The exchange framework describes a contextual and conditional, domain-specific mechanism, not a blanket defense of time spent online.

Implications

If digital inequality, and not screen time, is the primary predictor of adolescent academic and developmental decline, and still warrants concern regarding access quality and experience even with the broader adoption of digital devices across the United States, the current policy emphasis on restriction is pointed at the wrong target. The evidence supports a different set of priorities.

Stable, reliable home (fast) broadband should be treated as an educational prerequisite rather than a consumer amenity. Unreliable connectivity exerted larger downward pressure on human capital than any measure of screen time, and that pressure intensified during the pandemic-era reliance on digital infrastructure. Technology maintenance, device repair, replacement, technical support, and the flexibility to install software and explore the web autonomously, matters as much as initial access, and school-issued devices that restrict autonomous use appear to hinder skill accumulation rather than support it.

Restrictive parental mediation of internet use was negatively associated with grit and self-efficacy at magnitudes comparable to the positive contributions of face-to-face activity. This challenges the assumption that digital restriction functions protectively. Instructive mediation, teaching adolescents to verify information, navigate platforms critically, and mobilize online resources toward meaningful ends, is the posture the data supports.

Finally, the technical skill-building that occurs through gaming, self-directed exploration, and deep web use is skill-building, not wasted time. Closing the persistent gender gap in these domains likely requires legitimizing technical play for girls, rather than restricting it for everyone.

None of the above is an argument that screen time is benign. It is an argument that screen time is the wrong focus, particularly when studied mostly in isolation. Context matters substantially, whether that is time spent on other activities during adolescence, the period of adolescence itself, digital inequality, resources gained from such online use, and how all such factors interact. The factor that predicts whether a given adolescent can convert online engagement into capital outcomes is structural: access, infrastructure, skills, and the autonomy to use them. These factors are distributed unevenly, and its uneven distribution, not hours logged, is what separates adolescents who thrive from those who fall behind.

The full dissertation is available through Michigan State University’s ProQuest archive, or see the embedded full-text PDF below. I’m happy to share papers, preprints, or the underlying framework with anyone interested and working in this area––don’t hesitate to reach out via my contact form. Thanks for reading.

Replanting the Roots of Communication Policy