 Feminist standpoint theory can be described as combining a thesis of situated knowledge and a thesis of epistemic advantage (Wylie 2003; Intemann 2010). First, knowledge is assumed to be situated in the sense that it is shaped by social positioning of actors and their experiences (Haraway 1988). Second, the social positioning of marginalized groups creates epistemic advantages as it can contribute to challenging biases in science (Harding 1992). While the second condition has sometimes been interpreted (and strategically misinterpreted) as making obscure claims about epistemic superiority of women, standpoint theory does not attribute automatic epistemic privilege to specific social groups (Wylie 2003). For example, women do not always know more or better but are often able to bring attention to neglected facts (e.g., about sexual health or labor conditions), to methodological biases (e.g., in survey samples or interview guides) or to fruitful research questions (e.g., about neglected social causes of human behavior or of health disparities) that have been marginalized by dominant actors in scientific practices.