
Dr. Vikki Katz
- Education:
- University of California, Los Angeles, Bachelor of Arts
University of Southern California, Master of Arts
University of Southern California, Ph.D.
Biography
Dr. Vikki Katz is Professor and Fletcher Jones Foundation Endowed Chair in Free Speech. She is also Executive Director of the Or Initiative, which is dedicated to developing evidence-based alternatives to how young people (dis)engage with each other over contentious and complex issues, including the Israeli-Palestinian conflict and U.S. antisemitism. The Or Initiative develops civil discourse interventions specific to the needs of middle school, high school, and college-aged young people, with an emphasis on how to develop these crucial communication skills in an increasingly digital information environment.
Dr. Katz’s research program examines how young people and parents navigate technology
use as part of their developmental trajectories. Her research has advanced equitable
access to digital and educational opportunities for lower-income, working-class, and
immigrant young people and families, with support from funders including Samueli Foundation,
Bill & Melinda Gates Foundation, Carnegie Corporation of New York, and Spencer Foundation.
She has the honor of serving as an advisor to Sesame Workshop, PBS Kids, and on the
Board of Directors for the National Center for Families Learning.
Prior to joining the Chapman University faculty in 2022, Dr. Katz was a professor
in the Communication Department at Rutgers University-New Brunswick. She has also
served as a Visiting Scholar at the Russell Sage Foundation, a Senior Research Fellow
at the Joan Ganz Cooney Center at Sesame Workshop, and as Editor of the Journal of Children and Media.
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Recent Creative, Scholarly Work and Publications
- Laliberte, L., & Katz, V.S. (2024). Digital well-being on the college quad: Lessons from undergraduates’ experiences during the COVID-19 pandemic. In C. James & M. Ito (Eds.), Youth wellbeing in a technology rich world. MIT Press.
- Ali, C., & Katz, V.S. (2024). Evidence-based pathways for leveling digital access in higher education during and beyond the COVID-19 pandemic. Journal of Information Policy. doi: 10.5325/jinfopoli.14.2024.0019
- Katz, V.S. (2024). Through the (distorted) looking glass: Priorities for research with young people and social media in politically polarized times. Journal of Children and Media. doi: 10.1080/17482798.2024.2439667
- Katz, V.S., & Alade, S., & Bond, B. (Eds.) (2024). JOCAM turns 18: Coming of age with children and media. Journal of Children and Media, 19(1). Special issue.
- Katz, V.S., & Alade, S., & Bond, B. (2024). Journal of Children and Media comes of age: An introduction to the special issue. Journal of Children and Media, 19(1), 1-5. 10.1080/17482798.2024.2439666