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CHAPTER 3
Cultural and Social Forces
CHAPTER OUTLINE
XV. A Definition of Culture
A. Cultural Influences on Marketing
B. Isolating Cultural Influences
XVI. Religion
A. Marketing and Western Religions
B. Beyond the Family
XVIII. Education
XIX. Attitudes Toward Time
A. Monochronic versus Polychronic Cultures and Temporal Orientation
B. Work and Leisure Time
VI. Material Culture and Aesthetics
XXI. The Hofstede Measures of Culture
A. Power Distance
B. Individualism-Collectivism
B. Translation Problems
C. Which Language to Learn?
XXII. Adapting to Cultural Differences
XXIIII. Conclusion
CHAPTER OBJECTIVES
At the end of this chapter, students should be able to do the following:
After studying this chapter, you should be able to
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Define what culture is and demonstrate how various components of culture affect marketing.
Explain how different world religions affect marketing.
Describe how family structure can vary and explain its impact on marketing.
QUESTIONS FOR DISCUSSION
1. How might the educational systems of the United States and Germany affect the
marketing of banking services to young adults aged sixteen to twenty-two?
A key difference between the United States and Germany is the number of young adults from
2. You have been asked to attend a meeting with Belgian, Turkish, and Japanese
colleagues to develop a global plan for a new aftershave. Using the Hofstede scores for
these countries, discuss the challenges you would face in the meeting. Assume your
native culture. (Note: Different countries may be substituted.)
For purposes of discussion, I will assume a U.S. culture:
United States Belgium Turkey Japan
Colleagues from Japan and Turkey come from much more collectivist societies than the
United States. They may show more loyalty to their group (subsidiary). They may be less
3. What effects might the Internet have on cultural differences?
This is an interesting question to pose to your students, and it helps explore issues of cultural
4. Why do you think food is such a culturally sensitive product?
There are several likely answers to this question: Food is what you grow up with. It is a basic
part of your socialization. Food goes beyond just physical taste and is embedded in social
5. When a firm enters a new market, how can managers “learn” the culture?
A number of suggestions may be presented, among them:
Learn the languageat least to a rudimentary level.
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CASE 3.1: BANNING BARBIE
This case about local efforts in the Middle East to develop alternative dolls to the popular Barbie
explores the not-uncommon phenomenon of societal (even personal) ambivalence to the foreign.
We like the product, but the product is an attack on our culture!
DISCUSSION QUESTIONS
1. Why was Barbie popular in both France and the Middle East?
This is essentially an opinion question and should generate some interesting answers, among
them:
2. Should Muslim countries ban Barbie? Why or why not?
No
Toy purchases are up to the parents.
Should France ban Fulla? Why or why not?
This is likely a more controversial question because it involves a Western democracy.
However, the call to ban Fulla mirrors calls and legislation in France to ban headscarves or
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Christian values? Although Fulla may be positioned as a global doll, is this really true if she
is not allowed to have a boyfriend?
A follow-up question could be: What implications does this societal ambivalence have to
global firms?
Students may argue for more cultural sensitivity and public relations. Later in the textbook we
CASE UPDATE: The Arab Leagues Leila doll never made it to store shelves. Irans Sara and
Dara dolls were launched.
In the United Sates, Mattel, which makes Barbie, marketed a Moroccan Barbie called Leyla. Leyla
was dressed in an elaborate costume and comes with the tale of being taken as a slave in the court
of a Turkish sultan in the 1720s. One offended person remarked: Its no surprise that theyd try to
portray a Middle Eastern Barbie either as a belly dancer or a concubine.
Fulla continues to do well. The firms marketing manager contends, There will never be a Ken
(boyfriend doll). Ironically, Fulla is made in Hong Kong in the same factory that makes Barbie.
CASE 3.2: WORK VERSUS LEISURE
This case allows students to think about the many factors that can affect societal attitudesin this
case, attitudes toward work and leisure. It then poses the question of how societal attitudes such as
these affect marketing. The case itself includes some answers to the first question, but students can
also draw from the chapter for a richer response. With some prompting, the students should
develop a list of how these attitudes can affect each element of the marketing mix.
DISCUSSION QUESTIONS
1. What cultural factors influence a society’s attitudes toward work and leisure?
Two factors are apparent from the case itself:
Religion and attitudes to spirituality. It is suggested that the Protestant work ethic drives
At this point, it will be good to move beyond the case, perhaps asking: Do other issues
concerning the family affect attitudes toward work and leisure?
Should wives/mothers work outside the home?
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Temporal orientations. The chapter talks about the live for the moment attitude of
Business organization and management philosophies. The chapter notes three recent
innovations in U.S. culture that have made people feel as if they need to work more.
2. How can different attitudes toward leisure affect the marketing of products?
In writing down student answers on the board, you might want to start organizing them
Products
For workaholics
Fast food restaurants
Pricing
Workaholic societies may generate more wealth, creating more disposable income and
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Advertisements in workaholic societies might appeal to values of work and
achievement, while in a leisured society they might appeal to leisure,
Distribution
Is shopping a chore to be sandwiched in during a busy day or an enjoyable leisure
activity? Should stores be designed to expedite or charm?
A final question might be: What problems arose that the South Korean government didn’t
foresee when it encouraged more leisure among its population? You could inform the
students that for years Korea experienced exceptional growth based on exports. The Korean
government supported export-led growth by encouraging Koreans to work hard for their