<p>This article alerts us to gaps in preparedness for civic participation in technology-mediated networked society. Drawing on dual-process theories and sociocultural frameworks, we argue that reasoning with data involves a balance between intuitive (System 1) and deliberative (System 2) processes, shaped by a productive tension between authoritative and internally persuasive discourse, and the mastery and appropriation of data practices. We focus on the role of data literacy and trust in science in functional scientific reasoning. Using survey data from 461 participants, we found that higher education graduates demonstrated stronger data interpretation competence and a greater propensity to use data in functional reasoning than K-12 graduates. These differences were found between K-12 graduates focused on exact sciences versus humanities and social sciences but were not observed in higher education. Trust in science mediated reasoning with data across all groups, yet levels of trust did not differ significantly between K-12 and higher education graduates. Our findings reveal disparities in data literacy rooted in disciplinary divides at the K-12 level that are bridged in higher education but persist for non-college-bound learners. We propose making trust in science an explicit educational goal and fostering mastery and appropriation of data practices through experiences that balance authoritative and internally persuasive engagement with data. These approaches can better equip all learners, regardless of educational path, for informed civic participation in a datafied world.</p>