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13-1. One study asked young people in the United States and the Netherlands to write essays
about what is “cool” and “uncool” and to create visual collages that represent what it
means to be cool. The researchers found that cool has multiple meanings to kids in these
two cultures. Some of the common dimensions include having charisma, being in control,
and being a bit aloof. Many of the respondents also agreed that being cool is a moving
target: The harder you try to be cool, the more uncool you are! Here are some of their
actual responses:
• “Cool means being relaxed, to nonchalantly be the boss of every situation, and to
radiate that” (Dutch female)
• “Cool is the perception from others that you’ve got ‘something’ which is macho, trendy,
hip, etc.” (Dutch male)
• “Cool has something standoffish and at the same time, attractive” (Dutch male)
“Being different, but not too different. Doing your own thing, and standing out, without
looking desperate while you’re doing it” (American male)
• “When you are sitting on a terrace in summer, you see those machos walk by, you
know, with their mobile [phones] and their sunglasses. I always think, ‘Oh please, come
back to earth!’ These guys only want to impress. That is just so uncool” (Dutch female)
• “When a person thinks he is cool, he is absolutely uncool” (Dutch female)
• “To be cool we have to make sure we measure up to it. We have to create an identity for
ourselves that mirrors what we see in magazines, on TV, and with what we hear on our
stereos” (American male)
Replicate this study in your area. Recruit a group of teenagers to construct individual
collages that represent what they feel is “cool.” Analyze their choices—what patterns do
you see?
Responses will vary by students.
(1 hour, Chapter Objective 1, AACSB: Reflective Thinking)
13-2. One pair of researchers took an in-depth look at how 13 and 14 year old integrate the
computer into their lives, and how they use it to express their cyberidentities. These
tweens have limited mobility in real life (too young to drive), so they use the computer to
transport themselves to other places and modes of being. The researchers explored the
metaphors these kids use when they think about their computers. For some, the PC is a
“fraternity house” where they can socialize; it also can be a “carnival;” where they play
games and an “external brain” that helps with homework. Interview some tweens about
their online behaviors. How do they think about their digital devices? What role do they
play in their lives?
13-3. Locate one or more consumers (perhaps family members) who have emigrated from
another country. Interview them about how they adapted to their host culture. In
particular, what changes did they make in their consumption practices over time?
The class will be able to discuss this question in more depth if someone who personally
(30 minutes, Chapter Objective 2, AACSB: Multicultural and Diversity Understanding and
Ethical Understanding and Reasoning Abilities
13-4. Find good and bad examples of advertising targeted to older consumers. To what degree
does advertising stereotype the elderly? What elements of ads or other promotions appear
to determine their effectiveness in reaching and persuading this group?
The instructor can use information about subsegments in the older generation from
question 20 in the discussion section. Consider that this question will be an interesting
exercise for students and is likely to draw their attention to issues they have not carefully
(30 minutes, Chapter Objective 9, AACSB: Multicultural and Diversity Understanding)
13-5. Interview some retired people. How are they reconstructing their identities? What
opportunities do their desires present for marketers?
People can reconstruct identity by focusing on revitalizing a previous identity (revived)
or by pursuing a new one (emergent). In either case, marketers can provide the products
(90 minutes, Chapter Objective 9, AACSB: Multicultural and Diversity Understanding
CASE STUDY TEACHING NOTES
Chapter 13 Case Study: Wells Fargo Banks on Embracing Same-Sex Marriage
Summary of Case
With the U.S. Supreme Court decision that upheld the constitutional right to same-sex marriage
in June 2015, the cultural landscape changed dramatically. Although only 13 states had continued
to oppose same-sex marriage, the decision was a significant moment for the LGBT community
and for many other citizens who saw the issue as national confirmation of a fundamental civil
right for a sizable portion of the population. Regardless of where individuals stand on this issue,
many companies and brands are realizing that they must pay attention and respond strategically
to this increasingly visible subcultural group.
Suggested Answers for Discussion Questions
CS 13-1. Some criticize the actions of companies that try to align themselves with the values and
views of subcultures as simply moves to make more money rather than attempting to make a
social statement. What is your evaluation of this criticism?
Using subcultures is just another form of target marketing
(10 minutes, Chapter Objective 5, AACSB: Multicultural and Diversity Understanding)
CS 13-2. Is there a point at which a subculture becomes so “mainstream” that unique marketing
approaches are no longer appropriate or necessary? Discuss.
Students answers will vary on this, some students will feel that subculture is no longer a
viable segmentation variable, while other students will think subculture will become
(10 minutes, Chapter Objective 5, AACSB: Multicultural and Diversity Understanding)
Additional Support Material
STUDENT PROJECTS
Individual Projects
1. Ask students to bring pictures of businesspersons, celebrities, athletes, etc. who,
according to them, may have transcended ethnic or racial lines in terms of their appeal.
Have students justify their selections.
Student selections will vary. Beyonce, Jennifer Lopez, Derek Jeter, Michael Jordan, and
(10 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
2. Go through both mainstream and ethnic magazines and look for ads that might be
culturally/religiously insensitive. Justify why the students think so.
Again, examples are likely to vary, but look for students to provide justification for their
(30 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
3. Bring some magazines to class that are primarily targeted toward either African American
or Caucasian audiences. Ask the students to look through each type of magazine and
select advertisements that are similar, except for the models. Are there any other
differences between the ads (e.g., language, social situation, etc.)? Explain.
Students’ selections will vary. Students may notice changes to the copy and the setting, in
(20-25 minutes, Chapter Objective 4, AACSB: Multicultural and Diversity Understanding)
4. Have individual students bring to class print ads aimed at a particular subculture and
show how the ads attempt to address the group. Do the students think they are effective?
Students will likely select racial or ethnic subcultures, so remind them they can select
(30 minutes, Chapter Objectives 3-9, AACSB: Multicultural and Diversity Understanding)
5. Assign students to interview a member of a subculture other than his or her own (e.g.,
African American, Hispanic American, Asian American, white, Catholic, Mormon,
Jewish, etc.) to discover what types of products or services are purchased because of
membership in this particular group. What are some marketing implications?
Students are likely to find differences in food eaten and perhaps in the way holidays are
(45 minutes, Chapter Objective 4 or 5, AACSB: Multicultural and Diversity Understanding)
6. Have a student visit a toy store to observe the various types of toys that are for sale to
ethnic subcultures. Have them give a report on the range of toys available and specify the
intended racial or ethnic markets.
The selections will likely vary based on demand in the market at your location. In some
(20 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
7. Send students to a retail store of their choice and have them comment on ethnic symbols
that may or may not be used in marketing the store’s products. For example, are
mannequins racially diverse? Should retail stores follow a policy of appealing to ethnic
groups with symbols? Explain.
The diversity of symbols like mannequins and the opinions of students are likely to vary.
(30 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
8. Assign students to talk to a religious professional (e.g., minister or priest) about his views
toward marketing to consumers based on religious preferences. What is his opinion?
Does he market his religion? If so, how? Comment on whether you agree with this policy
or not.
The responses from the religious professionals and the students are likely to vary. Look
(30 minutes, Chapter Objective 5, AACSB: Multicultural and Diversity Understanding and
Ethical Understanding and Reasoning Abilities)
9. Given that college students are tech-savvy, they can research and catalog some of the
viral marketing efforts implemented by marketers. Are these effective in reaching them?
If yes, why and if not, why? What can be done to improve the strategies?
The number of viral marketing efforts targeting college students is large, so you may
(20 minutes, Chapter Objective 7, AACSB: Multicultural and Diversity Understanding)
10. Have students collect ads that seem to stereotype some of the age groups discussed in the
chapter. Are these effective or do they turn off the intended audience?
Students may have the easiest time finding ads that reflect stereotypes of teens and older
(45 minutes, Chapter Objectives 6-9, AACSB: Multicultural and Diversity Understanding)
11. Choose a basic product that is used by people of all age groups (soft drink, toothpaste,
automobile, etc.). Identify different brands of this product that target different age groups
(Gen Yers, Gen Xers, boomers, seniors). Identify key differences in the product itself as
well, as in how these brands are promoted, priced, and distributed.
Look for students to identify the characteristics of the age cohort in their description/
(20 minutes, Chapter Objective 6, AACSB: Multicultural and Diversity Understanding)
12. Have students contact their parents or grandparents. What is nostalgic to them? How have
you seen this used in advertising? What products have a nostalgic appeal for them? Do
they say that nostalgic appeals work on them? Have them give examples.
What is nostalgic will vary by individual. Often times, examples relate to music used in
(25 minutes, Chapter Objective 9, AACSB: Multicultural and Diversity Understanding)
13. Ask students to use a product example (i.e., food products, automobiles) to illustrate how
the marketer might promote to youths to take advantage of the influence they exert on
family purchase decisions.
Food products that appeal to children are placed at eye level in the grocery store.
Further, food companies often use licensing deals to put children’s favorite characters on
(15 minutes, Chapter Objective 7, AACSB: Reflective Thinking)
Group Projects
1. Assign student groups to visit two local supermarkets to find out if either has segmented
their market based on the subculture or ethnic background of their customers. How many
subcultures does each supermarket recognize? Have the students talk to the store manager
if possible.
Many supermarkets have an Asian section, a Hispanic section, and/or an International
section. Some have an organic section, which appeals to a lifestyle subculture. Some
(60 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
2. Have groups prepare a list of holidays that are oriented toward a particular subculture
(e.g., Cinco de Mayo, Martin Luther King’s birthday, Passover, Easter, St. Patrick’s Day,
etc.). Now have them ask a few people if they celebrate or commemorate these holidays.
What are the marketing implications? (Make sure that some of the people interviewed
belong to the subcultures chosen.)
With the exception of Martin Luther King’s birthday, which may prompt travel and retail
promotional sales but otherwise is less associated with specific consumption behaviors
(20 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
3. Have student groups go to a senior citizen gathering (this can be any kind of gathering)
and interview three men and three women about nostalgia. What were they most
nostalgic about? How could this be used in marketing to capture their attention? What did
you learn from this experience?
As with individual project 12, the things that make the respondents nostalgic are likely to
(90 minutes, Chapter Objective 9, AACSB: Multicultural and Diversity Understanding)
4. Have student groups interview a working and a nonworking woman who have children in
grade school. Have them write down the menu that they served for the previous evening
meal. Ask them about the specific brands that they used to prepare the meal (e.g., bread,
beverage, entree, vegetables, fruits, dessert, etc.). Have them then collate this information
to discover any similarities and differences.
Students may find a heavier reliance on convenience foods in the household with the
working woman. However, students should consider differences that might occur if the
(40 minutes, Chapter Objective 1, AACSB: Multicultural and Diversity Understanding)
5. Have groups find good and bad examples of advertising targeted toward “seasoned
citizens.” To what extent do these ads stereotype the elderly? Do you think that the
elderly would like or resent the implications? Are there any elements in these ads that
make them effective in reaching and persuading the elderly? Explain.
The elderly is a growing age group and has different subcultures within the group. Some
marketers are responding to that in their communications. For example, the AARP is
(60 minutes, Chapter Objective 9, AACSB: Multicultural and Diversity Understanding)
eLAB
Individual Assignments
1. Go to the following: www.bet.com, www.jetmag.com, www.ebony.com, and
www.vibe.com. What do these African American interest websites have in common?
How do they use desire for ethnicity to their advantage? Would members of other races
be attracted to these sites? If so, why? State your general impressions of these sites. Do
you think they will succeed in the end? Explain.
Bet.com has separate sections for celebrities, music, news and shows. JetMag.com has
sections called buzz, beauty, love, connect, perspective, style, music and video and
appears to be more targeted toward women. Sports, news, and money are below the fold;
(30 minutes, Chapter Objective 4, AACSB: Multicultural and Diversity Understanding)
2. Go to www.catholic.org, www.lds.org, www.scientology.org, and www.baptist.org.
Each of these sites expresses thoughts about religion and religious freedom. What
techniques do the sites use to stimulate their audiences to follow their messages and
commit to participation? How can marketers use religious websites to their advantage? Is
there a potential conflict of interest or ethical dilemma in using religious websites for
commercial purposes? Explain.
The websites use different tactics to engage consumers. For example, Scientology.org
has an ad with music on its home page. Baptist.org, on the other hand, offers a lot of
(30 minutes, Chapter Objective 5, AACSB: Multicultural and Diversity Understanding)
3. Go to www.margaritaville.com, www.fblegacy.com, and www.anime.com. What
techniques learned in the chapter is used by these websites to attract their audiences?
What evidence of ethnicity do you observe? Is there anything “cultish” about the
websites? If so, is that bad? Explain. How could these sites attract larger audiences?
Margaritaville.com is related to the case for this chapter about Parrot Heads. It provides
(20 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
4. Go to www.alloy.com and www.teensplatform.com. These are portals geared toward
teens. How do these sites differ from Yahoo or Google for information search,
ecommerce, and the presentation of other information?
Alloy.com targets teens with different types of information, with an emphasis on popular
culture and fashion. Teensplatform.com allows users to generate their own content. The
(15 minutes, Chapter Objective 7, AACSB: Multicultural and Diversity Understanding)
5. Go to www.mtv.com. MTV has been around for a long time. Did you watch it when you
were a teen? How has it changed? What new strategies is the organization using to reach
its target market of today? Where will the organization be heading in the future? How
could it keep its customers and viewers from “growing up” and leaving it as a source of
entertainment and information? Plot a strategy that might help with this.
MTV has made changes throughout its history to appeal to the next generation of teens,
with varying success. Students will likely have specific ideas to keep MTV content
(20 minutes, Chapter Objective 7, AACSB: Multicultural and Diversity Understanding)
6. Go to www.seventeen.com/cosmogirl and www.cosmopolitan.com. How are these two
sites different? What are their two target markets? What messages and values are being
transmitted by the two websites? How can age and gender be combined by marketers to
ensure success? Find two illustrations on the two websites to illustrate your thoughts or
feelings.
The main difference between the two websites is the age groups they target. The content
and format at cosmopolitan.com are designed to appeal to an older audience of women
(20 minutes, Chapter Objective 7, AACSB: Reflective Thinking and Multicultural and Diversity
Understanding)
Group Assignments
1. Have your group explore www.starwars.com. How does this site make appeals to its
selected audience? What are the strongest features of the website? Write a brief marketing
plan for the website to attract more African American, Hispanic American, and Asian
American visitors. Predict the success of your marketing planning effort.
Look for students to understand the characteristics, needs and wants of the three groups
(20 minutes, Chapter Objective 4, AACSB: Multicultural and Diversity Understanding)
2. Go to www.bratz.com. Have your group analyze how this popular toy site attempts to
broaden its base to various ethnic groups. After analyzing the website, write a brief
summary plan that demonstrates your group’s ideas for broadening the ethnic appeal of
the website.
Bratz dolls gained popularity in part because of their diverse looks and urban, hip style.
Student ideas for broadening the ethnic appeal may include new characters, complete
(30 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
3. Visit www.census.gov and update the profile of various ethnic groups in the U.S. – how
many in the population, percentages, age categories, occupations, where they live, etc.
You may want to narrow down this task to specific information and/or specific markets.
(15 minutes, Chapter Objective 3, AACSB: Multicultural and Diversity Understanding)
4. Visit www.aarp.com and determine the issues of the senior citizen segment. Are there
any to which marketers need to pay attention? Determine how marketers can address
them.
The AARP website attempts to keep up with the issues that are most important at any
given point in time, so the issues vary. However, political discussions about Social
(15 minutes, Chapter Objective 9, AACSB: Multicultural and Diversity Understanding)
