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REVIEW QUESTIONS
14-1. What is culture? List three dimensions social scientists used to describe a culture and give
an example of each.
We can think of culture as a society’s personality. It includes both abstract ideas, such as
values and ethics, and material objects and services, such as the automobile, clothing,
Ecology—The way a system adapts to its habitat. Ecology is shaped by the
technology a culture uses to obtain and distribute resources (e.g., industrialized
Social structure—The way in which orderly social life is maintained. This includes
the domestic and political groups that are dominant within the culture (e.g., the
Ideology—The mental characteristics of a people and the way in which they relate
to their environment and social groups. This revolves around the notion that
members of a society possess a common worldview. They share certain ideas about
(20 minutes, Chapter Objective 1, AACSB: Diverse and Multicultural Work Environments)
14-2. A myth is a special kind of story. What makes it special? What is an example of a modern
myth?
A myth is a story containing symbolic elements that express the shared emotions and
ideals of a culture. It often features a conflict between two opposing forces. It often sets
(5 minutes, Chapter Objective 5, AACSB: Reflective Thinking)
14-3. Give an example of a marketer who uses the principle of binary opposition.
Binary opposition occurs when there are two opposing ends of some dimension (e.g.,
(5 minutes, Chapter Objective 5, AACSB: Reflective Thinking)
14-4. What is a ritual? Describe three kinds of rituals and provide an example of each.
Copyright © 2017 Pearson Education, Inc.
14-1
A ritual is a set of multiple, symbolic behaviors that occur at a variety of levels. Three
(10 minutes, Chapter Objective 6, AACSB: Application of Knowledge)
14-5. List the three stages of a rite of passage ritual.
A rite of passage consists of three phases, separation, liminality, and aggregation. For
example, when a student leaves for college they will experience the three phases. In the
first stage, separation, he detaches from his original group or status as a high school kid
(5minutes, Chapter Objective 4, AACSB: Reflective Thinking)
14-6. What is the difference between sacred and profane consumption? Provide one example of
each.
Sacred consumption involves objects and events that are “set apart” from normal
activities and are treated with some degree of respect or awe. They may or may not be
associated with religion, but people tend to regard most religious items and events as
(5 minutes, Chapter Objective 7, AACSB: Application of Knowledge)
14-7. How is a collection sacred? What is the difference between collecting and hoarding?
Collecting refers to the systematic acquisition of a particular object or set of objects.
Collecting expensive cars is a sacred experience for a few. A car might be sacralized as
soon as it enters a collection and it takes on a special significance to the collector that
(5 minutes, Chapter Objective 7, AACSB: Reflective Thinking)
14-8. What is collective selection? Give an example.
We term the process by which certain symbolic alternatives are chosen over others
collective selection. As with the creative subsystem, members of the managerial and
communications subsystems also seem to develop a common frame of mind. Although
(5 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
Copyright © 2017 Pearson Education, Inc.
14-2
14-9. Describe a culture production system and list its three components.
A culture production system is the set of individuals and organizations responsible for
creating and marketing a cultural product. A culture production system has three major
subsystems:
A creative subsystem responsible for generating new symbols and products.
A managerial subsystem responsible for selecting, making tangible, mass producing,
A communications subsystem responsible for giving meaning to the new product and
(10 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
14-10. Define a cultural gatekeeper, and give three examples.
Many judges or “tastemakers” influence which products we as consumers get to
consider. These cultural gatekeepers are responsible for filtering the overflow of
(10 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
14-11. Describe the difference between arts and crafts.
An art product is an object we admire strictly for its beauty or because it inspires
an emotional reaction in us (perhaps bliss, or perhaps disgust). In contrast, we admire
(5 minutes, Chapter Objective 2, AACSB: Reflective Thinking)
14-12. What is a cultural formula? Give an example.
The reliance on established plots and characters illustrates how mass culture churns
out products that aim to please the average taste of a mass audience. Rather than being
unique, they are predictable because they follow a well-defined pattern. Many popular
(5 minutes, Chapter Objective 2, AACSB: Reflective Thinking)
14-13. Who are innovators? Early adopters? Laggards?
Roughly, one-sixth of the population (innovators and early adopters) are very quick to
adopt new products, and one-sixth of the people (laggards) are very slow. Even though
innovators represent only about 2.5 percent of the population, marketers are always
(5 minutes, AACSB: Reflective Thinking)
14-14. What is the difference among the terms fashion, a fashion, and in fashion?
Fashion is the process of social diffusion by which a new style is adopted by some
group(s) of consumers. In contrast, a fashion (or style) refers to a particular combination
(10 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
14-15. Summarize some of the major approaches we can use to understand fashion from the
perspectives of psychologists, economists, and sociologists.
Many psychological factors help to explain why people are motivated to be in fashion.
These include conformity, variety seeking, personal creativity, and sexual attraction. For
Economists approach fashion in terms of the model of supply and demand. Items that are
The collective selection model we discussed previously is an example of a sociological
approach to fashion. This perspective focuses on the initial adoption of a fashion (idea,
(15 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
14-16. What is an example of a meme?
A meme is an idea or product that enters the consciousness of people over time—
(5 minutes, Chapter Objective 4, AACSB: Reflective Thinking)
14-17. What is the trickle-down effect? List some reasons why it is no longer as valid as it used
to be.
Trickle-down theory, first proposed in 1904 by Georg Simmel, has been one of the most
influential approaches to understanding fashion. It states that there are two conflicting
forces that drive fashion change. First, subordinate groups try to adopt the status
(10 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
14-18. What is the difference between a fad, a fashion, and a classic fashion life cycle?
Fashions are characterized by slow acceptance at the beginning, which (if the fashion is
to “make it”) rapidly accelerates, peaks, and then tapers off. We can identify different
classes of fashion by considering the relative length of the fashion acceptance cycle.
(15 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
CONSUMER BEHAVIOR CHALLENGE
Discussion Questions
14-19. “Disney World is a sacred place.” Do you agree? Why or why not?
This question should be used to make sure that students understand the definition of
“sacred” as it applies in consumer behavior (objects and events that are “set apart”
(5 minutes, Chapter Objective 7, AACSB: Reflective Thinking)
14-20. Describe the three stages of the rite of passage associated with graduating from college.
The rite of passage includes three phases:
1. Separation—detached from original group (e.g., college freshman leaves home).
2. Liminality—person is literally in between statuses (e.g., freshman during
3. Aggregation—person reenters society after rite of passage (e.g., goes home for
For the college graduation example:
Copyright © 2017 Pearson Education, Inc.
14-5
1. Students should recognize the college graduate’s separation involves detachment
2. During the liminality phase, the college graduate is in between stages—college and
3. Aggregation occurs when the graduate becomes part of the professional society,
(10 minutes, Chapter Objective 6, AACSB: Reflective Thinking)
14-21. Have you ever given yourself a gift? If so, why did you do it and how did you decide
what to get?
Research has shown that the most common reasons that people buy themselves gifts are
to reward themselves for good deeds, to console themselves after negative events, or to
(5 minutes, Chapter Objective 6, AACSB: Reflective Thinking)
14-22. Identify modern-day myths that corporations create. How do they communicate these
stories to consumers?
Student responses will vary based on the myths they identify. A myth is a story with
symbolic elements that represents a culture’s ideals. The story often focuses on some kind
of conflict between two opposing forces, and its outcome serves as a moral guide for
listeners. In this way, a myth reduces anxiety because it provides consumers with
(10 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
14-23. “Fraternity hazing is just a natural rite of passage that should not be prohibited by
universities.” Do you agree?
Whether or not something is a rite of passage does not correlate with whether or not it is
morally correct. If a rite of passage causes harm to people, then it can easily be argued
(10 minutes, Chapter Objective 6, AACSB: Reflective Thinking,)
14-24. “Christmas has become just another opportunity to exchange gifts and stimulate the
economy.” Do you agree? Why or why not?
To some extent the answer to this question will reflect each student’s upbringing, their
appreciation of this religious event and season, their sense of tradition, and their
cynicism. Marketers and consumers are both to blame for the over-commercialization of
Copyright © 2017 Pearson Education, Inc.
14-6
(10 minutes, Chapter Objective 6, AACSB: Reflective Thinking)
14-25. Bridal registries specify very clearly the gifts that the couple wants. How do you feel
about this practice? Should people actually specify what you should buy for them, or
should a gift be a more personal expression from you?
There should be representatives that emerge to support both sides of this debate.
Although, because this practice has become so culturally accepted, younger people will
(10 minutes, Chapter Objective 6, AACSB: Reflective Thinking)
14-26. Rituals can provide us with a sense of order and security. In a study of the drinking rituals
of college students, the researchers found that drinking imposed order in students’ daily
lives—from the completion of assignments to what and when to eat. In addition,
ritualizing an activity such as drinking provided security and fellowship at a time fraught
with confusion and turbulent change. Obviously, though, there is a dark side to drinking
rituals. Consider the highly publicized death of a Massachusetts Institute of Technology
student who died three days after falling into an alcohol-induced coma as the result of a
fraternity pledge. Indeed, binge drinking is probably the most widely practiced ritual
among college students; it has been described as the most significant health hazard on
college campuses today. What role does drinking play in the social life on your campus?
Based on your experience, how does it fit into rituals of college life? Should these
practices be changed? If so, how?
Student responses will likely mirror the research on this topic; the majority of students at
some point in their college experience are involved in ritualistic drinking. Thus, most
(15 minutes, Chapter Objective 6, AACSB: Reflective Thinking)
14-27. Movie companies often conduct market research when they produce big-budget films. If
necessary, they will reshoot part of the movie when viewers say they do not like it. Some
people oppose this practice: they claim that movies, or books, songs, plays, or other
artistic endeavors should not conform to what the market wants, lest they sacrifice their
integrity. What do you think?
The instructor should encourage students to review the relevant discussion in the text
concerning aesthetic marketing research and then express their thoughts and feelings
Copyright © 2017 Pearson Education, Inc.
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(15 minutes, Chapter Objective 4, AACSB: Reflective Thinking)
14-28. Boots with 6-inch heels were a fashion rage among young Japanese women a few years
ago. Several teens died after they tripped over their shoes and fractured their skulls.
However, followers of the style claimed they are willing to risk twisted ankles, broken
bones, bruised faces, and other dangers the platform shoes caused. One teenager said,
“I’ve fallen and twisted my ankle many times, but they are so cute that I won’t give them
up until they go out of fashion.” Many consumers around the world seem to be willing to
suffer for the sake of fashion. Others argue that we are merely pawns in the hands of
designers who conspire to force unwieldy fashions down our throats. What do you
think? What is and what should be the role of fashion in our society? How important is it
for people to be in style? What are the pros and cons of keeping up with the latest fashions?
Do you believe that we are at the mercy of designers?
Another question is very opinion oriented. Responses will largely be based on how
consumers view fashion and how willing they are to sacrifice to incorporate fashion into
(15 minutes, Chapter Objective 10, AACSB: Reflective Thinking)
APPLY
14-29. People in Thailand are preoccupied with supernatural forces. One common sigh is a
“spirit house,” a miniature dwelling intended for protective ghosts. Some include electric
wiring and indoor lighting: you will even find them in 7-Eleven convenience stores
throughout the country. Thais spend about $63 million per year on visits to fortune tellers.
Stores sell amulets for good luck next to breath mints, and horoscope books next to junk
food. There are YouTube channels devoted to fortunte telling and computre programs like
“Feng Shui Master.” Which supposedly helps to predict the future of gold prices. How do
consumers in the United States compare? Interview people you know about any “magic”
items they own (e.g. how many of your friends have a lucky charm or hang a St.
Christopher medal or some other object from their rearview mirrors?) Get them to
describe their feelings about these objects and tell how they aquired their magical
properties. How would they feel if they lose these special items?
The nature of “magic” as described in the text simply refers to the fact that marketers of
many different types of goods will imply that their product will result in extraordinary
(60 minutes, Chapter Objective 7, AACSB: Reflective Thinking)
Copyright © 2017 Pearson Education, Inc.
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