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Article
Publication date: 1 November 1998

Gregory K. White and Barbara J. Manning

This paper reports the results of a recent online survey of consumer attitudes toward selected US online storefronts marketing barbecue sauce, cheese, olive oil, and potato chips…

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Abstract

This paper reports the results of a recent online survey of consumer attitudes toward selected US online storefronts marketing barbecue sauce, cheese, olive oil, and potato chips as well as international companies marketing an assortment of specialty food products. It describes the relationship between consumer attitudes toward a commercial WWW site and likelihood of purchase as well as demographic factors which are related to online purchasing behavior of food and drink products.

Details

British Food Journal, vol. 100 no. 9
Type: Research Article
ISSN: 0007-070X

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Article
Publication date: 1 March 1998

Gregory K. White and Barbara J. Manning

This paper reports the results of a recent online survey of consumer attitudes toward selected US online storefronts marketing barbecue sauce, cheese, olive oil, and potato chips…

1838

Abstract

This paper reports the results of a recent online survey of consumer attitudes toward selected US online storefronts marketing barbecue sauce, cheese, olive oil, and potato chips as well as international companies marketing an assortment of specialty food products. It describes the relationship between consumer attitudes toward a commercial WWW site and likelihood of purchase as well as demographic factors which are related to online purchasing behavior of food and drink products.

Details

Internet Research, vol. 8 no. 1
Type: Research Article
ISSN: 1066-2243

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Article
Publication date: 1 October 1997

Gregory K. White

Examines US consumers’ reactions to 20 domestic and international Internet sites marketing specialty food products. Analyses respondents’ ratings of site characteristics and use…

4704

Abstract

Examines US consumers’ reactions to 20 domestic and international Internet sites marketing specialty food products. Analyses respondents’ ratings of site characteristics and use of descriptive adjectives and determines that international sites were viewed significantly lower than domestic sites on virtually all measures. Those differences were correlated with a lower likelihood of purchase. Determines that international companies hoping to market their products to US customers via the Internet should expect to have online consumers apply a more stringent standard of site design and quality. However, those companies which meet these standards can expect to be competitive with US companies. Outlines recommendations for international companies.

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International Marketing Review, vol. 14 no. 5
Type: Research Article
ISSN: 0265-1335

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Book part
Publication date: 30 October 2024

Conor L. Scott and Melinda M. Mangin

In recent decades, school discipline has become increasingly characterized by zero-tolerance policies that mandate predetermined punitive consequences for specific offenses…

Abstract

In recent decades, school discipline has become increasingly characterized by zero-tolerance policies that mandate predetermined punitive consequences for specific offenses. Zero-tolerance policies have not been shown to improve student behavioral outcomes or school climate. Further, these disciplinary policies are applied unevenly across schools and student populations. Despite the well-documented research base that demonstrates that these practices are ineffective, they remain commonplace in K-12 school across the United States. Transformative and culturally responsive educational leadership requires school leaders to examine the historical, societal, and institutional factors that contribute to the racial-discipline gap within their particular schools. This process requires committing to leading for racial justice, self-reflexive practice, and having the courage to boldly name and dismantle practices that do not create equitable outcomes for students on the margins. Drawing on tenets of Critical Race Theory and Culturally Responsive School Leadership to situate the history and proliferation of harmful disciplinary practices, this chapter discusses how critically reflexive school leaders can mobilize restorative practices to dismantle the systems, structures, and practices that reproduce inequities in schools. The chapter provides aspiring and practicing school leaders with the knowledge needed to reform existing school discipline policies and implement practices that support racial justice.

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Book part
Publication date: 30 July 1993

JERRY A. HAUSMAN, GREGORY K. LEONARD and DANIEL MCFADDEN

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Contingent Valuation: A Critical Assessment
Type: Book
ISBN: 978-1-84950-860-5

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Book part
Publication date: 14 December 2023

Cayce Jamil

This study examines whether there are unintended consequences that emerge from status interventions in task groups in relation to cohesion and solidarity. Past theorists have…

Abstract

Purpose

This study examines whether there are unintended consequences that emerge from status interventions in task groups in relation to cohesion and solidarity. Past theorists have argued that inconsistent status structures produce weaker levels of cohesion and solidarity in comparison to consistent status structures.

Methodology/approach

Data come from an online experiment involving mixed-sex dyads interacting in one of three conditions. Participants individually completed an ambiguous problem-solving task and then worked together over Zoom audio to form a group decision. In the three conditions, participants were either given no performance feedback before the problem-solving task or were informed the male or the female participant performed better on a pretest related to the task. The conversations were recorded and analyzed using measures related to paraverbal synchronization and accommodation.

Findings

In terms of self-reported cohesion, there appeared to be a difference, albeit a weak one, in only the inconsistent-status condition, with female participants reporting higher levels of cohesion in comparison to males. However, in terms of solidarity, there was no significant difference between the conditions.

Discussion

Although inconsistent status structures were associated with weaker perceptions of cohesion, it did not appear to impact solidarity like theorists have suggested. Status structures do not appear to impact group solidarity.

Implications

The nature of group membership in conjunction with status consistency/inconsistency may produce the significant differences in solidarity that theorists have suggested.

Originality/value of paper

To date, there has been little empirical examination of how status consistency affects cohesion and solidarity. Relatedly, the current study advances the research on vocal accommodation by analyzing status and solidarity simultaneously.

Details

Advances in Group Processes
Type: Book
ISBN: 978-1-83797-477-1

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Book part
Publication date: 6 December 2024

Joseph Dippong and Zara Jillani

Status characteristics theory states that influence in small groups reflects the distribution of group members' status characteristics. This process is mediated by expectations…

Abstract

Purpose

Status characteristics theory states that influence in small groups reflects the distribution of group members' status characteristics. This process is mediated by expectations for task performance. Vocal accommodation is an unobtrusive measure that indicates expectations. We test whether vocal accommodation predicts influence and then examine the role of expectations in this process.

Methodology

We conducted a laboratory experiment in which status-differ-entiated dyads completed a collective problem-solving task. We use a common measure of vocal accommodation to predict influence, and we employ questionnaire data to measure performance expectations. We hypothesize that the actor that exerts more effort in the synchronization process will have less influence over group decisions and that performance expectations will mediate the effect.

Findings

Results from GSEM analyses of 65 dyads show that levels of vocal accommodation significantly predict influence. Further analysis shows that performance expectations mediate a significant portion of the relationship between AAR and influence.

Research Implications

Vocal accommodation is useful for predicting both status perceptions and influence. Since this technique is an unobtrusive measure, it presents new possibilities for status research, including opening new lines of theoretical inquiry, providing a tool for conducting replications outside of the standard experimental setting, and for examining status organizing processes in a variety of environments.

Originality

We present a novel method for examining status outcomes, including a measure of influence that is analogous to existing measures that status scholars use but which is more suitable for studying status processes in open interaction.

Details

Advances In Group Processes, Volume 41
Type: Book
ISBN: 978-1-83608-700-7

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Book part
Publication date: 25 November 2021

María Reina Santiago-Rosario and Kent McIntosh

Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and…

Abstract

Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and use data to identify situations in which discipline decisions show the greatest disparities for underserved students (e.g., Black, Latinx, Indigenous, students with disabilities). Following a three-step process educators (1) work to identify situations and/or personal states conducive to biased decision-making, (2) develop self-management routines to be used in real time when facing those moments, and (3) teach these strategies to students. By engaging in this work, educators learn to become self-aware of moments when decisions are likely influenced by personal biases known as vulnerable decision points (VDPs). VDP identification helps educators identify actions that may not align with personal values (developing educator self-awareness). Once aware of VDP characteristics, educators can map a neutralizing routine or self-management strategies that slow down decision-making and automatic responses during VDPs. This chapter describes a school-wide approach used to support educators with identification of VDPs, the development of neutralizing routines for themselves, and then teaching these strategies to students.

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Motivating the SEL Field Forward Through Equity
Type: Book
ISBN: 978-1-80043-464-6

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Book part
Publication date: 1 November 2016

Abstract

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Governing for the Future: Designing Democratic Institutions for a Better Tomorrow
Type: Book
ISBN: 978-1-78635-056-5

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Book part
Publication date: 17 December 2016

Marguerite Anne Fillion Wilson and Denise Gray Yull

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that…

Abstract

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that marginalized parents of color must be taught white middle-class norms of conduct in order to engage with the school system. In this chapter, we describe the ways our critical ethnographic implementation and analysis of the Parent Mentor Program – a parent engagement project in a small urban school district in Central New York – re-envisions parent engagement in three interrelated ways. First, we argue that the project is race-, class-, gender-, and power-conscious, drawing on the interrelated theoretical frames of Critical Race Theory and Critical Whiteness Studies. Second, we argue that the program and research are unique in utilizing the toolkit of critical ethnography to not merely describe, but also to intervene in educational inequity. Third, we argue that the program has a more holistic goal than much of the parent engagement literature, as it seeks to connect parent engagement and activism with the larger antiracist goal of using restorative justice strategies to disrupt the disproportionate disciplining of Black students. Focusing on critical ethnographic methods in practice, we analyze the shifting positionalities of a multiracial research team as we grappled with methodological dilemmas in the first three years of the program. We document how we balanced the goals of introducing a race-conscious framework and catalyzing critical consciousness with the realities of constantly renegotiating entry in a school district characterized by colorblindness and colormuteness.

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