Dr. Vikki Katz

Dr. Vikki Katz

Professor, Fletcher Jones Foundation Endowed Chair in Free Speech
Communication Studies, School of Communication
Office Location: Doti Hall 204
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.

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