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This research aims to demonstrate that coupons with short durations for redemption can backfire, lowering consumers’ attitudes toward the company.

Two experimental studies in the restaurant context demonstrate the backfire effect. A boundary condition of the effect as well as the underlying psychological process are identified.

Consumers respond adversely to coupons with restrictive requirements for redemption – in particular, a short duration. Study 1 indicates that while a short-duration (vs long-duration) coupon may backfire when its face value is low, this backfire effect is attenuated when the coupon’s face value is high. Furthermore, Studies 1 and 2 provide evidence that psychological reactance is the process underlying this backfire effect.

Consumers respond negatively to coupons with restrictive requirements for redemption because they perceive them as a company’s attempt to limit their freedom of choice. Companies should take measures, including careful target marketing, to avoid rousing this reaction from their consumers.

This research aims to identify how resistant individuals can be persuaded to support a charitable cause. Prosocial acts, like supporting a charitable cause, are an important part of human behavior and yet it is not fully understood how to encourage particularly resistant individuals, like those with low moral identity importance (MII), to support a worthy cause.

Two between-participants experiments examined how those with low MII’s willingness to support a fundraiser is affected by the relative impact they perceive their contribution to have.

Those with low MII are persuaded to support a fundraiser when they believe their contribution will have an impact. Study 1 finds that inducing those with low MII with a high (vs low) self-focus increases their perceptions of their donation’s efficacy, which increases their likelihood of spreading the word about the fundraiser. Study 2 then demonstrates that those with low MII are more likely to spread the word about the fundraiser and to donate when others are donating a low (vs high) amount, and this is mediated by their perceptions of relatively high (vs low) donation efficacy.

Prior research has primarily focused on those with high MII. This research contributes to the literature by focusing on donation impact as a strategy to persuade particularly resistant individuals (i.e. those with low MII) to engage in charitable behaviors.

The marketplace is becoming increasingly automated, with consumers frequently expected to interact with machines. Not all consumers are receptive to this trend. We examine how the individual difference of speciesism impacts consumer reactions to automation in the marketplace.

We conducted three studies, including an exploratory correlational survey and two two-factor studies.

Study 1 provides survey evidence of a positive relationship between one’s level of speciesism and their belief that customer service automation is justified. Study 2 finds that speciesists have more favorable attitudes toward brands using automated (vs human) customer service. Study 3 finds that the more speciesists perceive that tasks they are required to perform at their own work are illegitimate (i.e. unreasonable), the more favorable their reactions to automation, which provides support for our theorizing that speciesists appreciate automation’s ability to relieve humans of such work tasks.

We recommend that marketers target speciesists as early adopters of chatbots. Further, brands targeting customers likely to be high on speciesism can benefit from adopting chatbots for routine tasks, as this can improve this segment’s brand attitudes.

This research identifies that speciesists, people who strongly ascribe to the belief that humans are superior to other species, are particularly receptive to automation in customer service (in the form of chatbots). We provide evidence suggesting that speciesists appreciate that automation relieves their fellow humans of automatable tasks.

Companies are increasingly emphasizing corporate social responsibility (CSR). However, consumers are often skeptical of the sincerity of companies’ CSR claims, particularly when the claim comes directly from the company. This paper aims to demonstrate how to reduce consumer CSR skepticism by examining the role of a company spokesperson’s gender and gender-related characteristics.

Two between-subjects experiments with a combined total of 329 participants examined how consumers’ levels of CSR skepticism are affected depending on the gender of the consumer and the gender and gender-related characteristics of the company’s CSR spokesperson.

Study 1 finds that a female (vs male) spokesperson generally elicits less CSR skepticism. However, Study 2 expands on this to demonstrate that consumers are less skeptical of a company’s CSR efforts when they are promoted by a spokesperson who exhibits gender-related characteristics that match, or are typically associated with, the individual consumer’s gender.

Brands often face difficulties in successfully promoting their own CSR efforts to skeptical consumers. These findings should guide companies and their brands in choosing ideal spokespeople for making effective, sincere CSR claims, depending on the target market.

This research is the first to identify the important role of gender in consumers’ perceptions of CSR sincerity. Thus, it provides practically-oriented strategies that may mitigate a growing consumer CSR skepticism that exists in today’s marketplace.

This study aims to follow a rigorous approach to identify, critically analyze and synthesize 75 papers published from 2000 to 2022.

The study presents a systematic literature review on identity expressiveness (IE), clarifying and expanding what is currently known about the concept.

To synthesize current knowledge on IE, the study uses the overarching framework of antecedents-phenomenon-consequences, using this same framework to identify gaps and future research directions. The findings show individual and brand-related factors such as the need for uniqueness and anthropomorphism as antecedents of IE, and eWOM/WOM, impulse purchases and upgrading to more exclusive lines as consequences of IE.

The study contributes to theory by synthesizing and mapping current understanding of the state of knowledge on the concept of IE while highlighting gaps in the extant literature and paving future research directions for scholars in the field.

The study offers useful insights for practitioners, broadening marketers’ actionable options in identity-based marketing. Marketers can use insights from this study to inform marketing strategy and communication campaigns for different types of brands.

To the best of the authors’ knowledge, this study is the first of its kind and offers an integrative review of the current literature on IE, thus enhancing understanding of the concept, its antecedents and consequences. The study also contributes to knowledge by highlighting future research priorities for researchers in this field of enquiry.

This paper aims to apply the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process to encourage student confidence in government information. This approach will also help librarians address the continued erosion of trust in government exacerbated by campaigns of mis- and disinformation waged by the 45th President.

The authors examined recent literature on the public’s increased distrust of government under the 45th President, the impact of extreme skepticism on students, and the role instruction and government information librarians can play in addressing these issues. The authors used the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process as a guide for teaching students about the complexities of government information creation processes and addressing student apprehension about utilizing government information in their academic research.

Research indicates that in the midst of a decline in public trust in government, librarians are fighting an uphill battle to encourage wary students to use government information for academic research. Librarians can combat this via targeted Framework-aligned instruction. An example of how the frame Information Creation as a Process can be applied to government information is presented.

For easy implementation of the ideas presented in this paper, learning outcomes and a sample lesson plan are provided.

This paper contributes to the library literature on government information literacy and instruction as well as the Framework. It is the only paper that addresses the application of the frame Information Creation as a Process to government information.

This chapter is about primary and secondary school teachers of history in England, and how they negotiate policy in order to teach sensitive and controversial issues which feature as part of the history curriculum. We present research conducted in two phases that used a bounded case study (Stake, 1995) as a methodological approach. In Phase One, two focus group interviews were undertaken; in Phase Two, six unstructured individual interviews were conducted. Participants were teachers of history in England from Key Stage 1–5 (children aged 4–18 years).

Thematic analysis was used to analyse the data which were informed by reflections on positionality and being a socially conscious researcher (Pillow, 2010). Three key policies were explored as part of this research: the National Curriculum (DfE, 2013), the Teachers' Standards (DfE, 2012) and the Prevent Duty (DfE, 2015). Research findings demonstrate how the context of the school is fundamental in how teachers enact policy in relation to their practice, particularly in light of political changes in society. Self-surveillance was identified as a key strategy, adopted in the teaching of sensitive and controversial issues. We frame this context around Kitson and McCully's (2005) theoretical continuum which indicates that there is a reluctance by some teachers to engage with the teaching of sensitive and controversial issues due to concerns with policy enactment.

The findings of this research illustrate that policy impacts on teachers in numerous ways. Policy was demonstrated to be ambiguous for teachers, and recommendations are made relating to policy and the need for clearer guidance for teachers to support them with their practice.

The purpose of this qualitative study is to explore how high school social studies teachers perceive and address controversial topics in politically polarized suburban classrooms. Research indicates that political polarization significantly affects both teachers and students, with suburban communities being some of the most politically divided in the U.S. By examining the experiences of teachers in these suburban settings and their approaches to handling controversial topics, this study aims to shed light on how the political climate influences teaching practices, discussions of controversial issues and teachers' curriculum-related decisions.

This is a qualitative research study. I interviewed six suburban Long Island high school social studies teachers over the 2021–2022 school year. Each teacher was interviewed twice, with interviews ranging from one to two hours. The interviews were semi-structured and asked the teachers about the purposes of teaching social studies, their communities, their experiences teaching controversial political topics, obstacles around teaching controversial political topics and the ways in which their communities received the teaching of controversial political topics. I used thematic analysis to analyze the interviews. Each interview was analyzed inductively and deductively and coded over three iterative cycles.

These “controversial” topics come with both explicit and implicit pressure to avoid discussion and deliberation in the classroom. The first finding in this section centers on explicit and implicit pressure on teachers to avoid controversial topics. The second finding highlights the consequences of that pressure on teacher curricular decision making. The third and fourth findings are focused on participants' responses to explicit and implicit pressures to avoid controversial topics. The third finding articulates on the role of tenure in approaching controversial topics in polarized communities. The final finding defines and explores teacher use of political opaqueness.

This work adds to the existing literature on social studies education by providing an analysis of how controversial topics are understood and enacted in the suburban environment. By adding the specificity of context to my research I examine the ways in which controversial topics are defined part by their environment, and teacher interpretation of that environment. Further, this work adds to the literature on deliberative pedagogies and controversial topics by considering the roles that contemporary local and national politics play in enacting controversial topics, and the consequences on the classroom and teaching.

This paper asks how values and beliefs around gender influence social norms regarding masking. Specifically, the paper explores how the gendered meme “Karen” fits into social media discussions on support for and opposition to the wearing of masks to fight the spread of COVID-19.

The authors analyze tweets containing the hashtags #Masks4All and #NoMasks over a three-week period, using adjacent hashtag analysis to determine the terms most associated with Karen in the pro and anti-mask communities associated with these hashtags.

Anti-maskers reference Karen more often than pro-maskers, although she is presented in negative terms with gendered overtones by those on both sides of the masking debate.

The paper highlights how hypermasculinity rhetoric impedes social change that normalizes mask wearing.