谁是疫苗怀疑论者?covid后新闻报道中的疫苗犹豫

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2023-07-01 Epub Date: 2023-06-08 DOI:10.1177/07410883231169622

Kari Campeau

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引用次数: 0

摘要

美国纸媒对Covid疫苗犹豫的报道与之前将疫苗怀疑主义描述为错误信念的问题有所不同。本文报告了对《纽约时报》在2020年12月至2021年12月期间发表的334篇关于Covid未接种疫苗和疫苗犹豫的文章的混合方法研究。分析了文本的共同主题，并与先前媒体对疫苗怀疑的描述进行了比较。研究结果表明，在分阶段分发Covid - 19疫苗期间发表的文本将不接种疫苗视为对结构性不平等的反应，而后来的文本则将其归咎于个人的犹豫。这些发现证明了个人主义健康框架的持久性，同时也说明了其他框架的可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Who's a Vaccine Skeptic? Framing Vaccine Hesitancy in Post-Covid News Coverage.

U.S. print news coverage of Covid vaccine hesitancy represents a departure from previous depictions of vaccine skepticism as a problem of wrong belief. This article reports on a mixed methods study of 334 New York Times texts about Covid nonvaccination and vaccine hesitancy published between December 2020-December 2021. Texts were analyzed for common themes and compared with prior media depictions of vaccine skepticism. Findings show that texts published during phased Covid vaccine distribution framed nonvaccination as a response to structural inequities, while later texts returned to blaming individuals for their hesitancy. These findings attest to the durability of individualistic framings of health while also illustrating possibilities of alternative frames.

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.