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This paper aims to explore different strategies used by brands to target the Hispanic market via social media from the lens of the Spanish language in a multicultural country like the USA.

This study uses a netnographic approach by drawing information from a study of the Facebook pages of 11 brands belonging to different industries.

Companies engage in four levels of cultural identity adaptation using different strategies based on ethnicity: language adaptation, identity elements, identity matching and Latino persona. The study also shows that merely translating Facebook pages do not generate high levels of communitarian interaction.

This study examines different strategies used by brands in the USA to target the Hispanic audience on social media to provide insights for brand managers to develop online engagement.

With the increase in cultural diversity in different countries and the rise of social media platforms, brand researchers need to better understand how cultural identity permeates marketing strategies in online spaces. Social media platforms such as Facebook offer flexible environments where strategies beyond product- and brand-related aspects can be used. This study extends the literature by showing the heterogeneity of cultural identity-based strategies used by companies to ensure customer engagement and brand loyalty and the impact of such strategies on users.

The purpose of this paper is to examine differences between Hispanic and Asian immigrants and their preferences in the appearance of and interaction with salespeople.

A total of 171 female Hispanic and 153 Asian female retail consumers in a midwestern city, who immigrated to the USA, were surveyed. Salesperson‐customer interaction and preference for salespeople with a similar ethnic appearance were assessed.

Findings from F‐tests indicated that in this study Asians have a significantly greater preference for a salesperson similar in appearance to themselves and Hispanics have significantly greater preference for salespeople who offer attentive service.

Retailers will benefit by understanding and capitalizing on differences which will encourage customer loyalty to their retail stores.

Extending the observable characteristics facet of the buyer‐seller similarity model, the research results suggest that buyers from different ethnic groups will assess salesperson characteristics differently.

The purpose of this paper is to focus on the webnovela, a new type of marketing genre and sentimental serial drama which is popular among immigrants, pivotal to the future of the US Spanish‐language media and informative about its past. No academic research currently exists on this topic.

This paper applies cultural studies, management, new media and marketing theory to the study of the first three webnovelas launched from 2006 to 2011. It analyzes how this new genre fits into the history of sentimental serial drama; how it appeals to Hispanics and to immigrants at their home countries and at their host country as well; and how the US Spanish‐language television and new media address their $900 billion Hispanic consumer market.

This study revealed that although webnovelas are likely to continue being popular as romantic fiction for the new media and profitable as a marketing system, they are unlikely – as operationally defined by this analysis – to be produced independently from the Univision media group in the foreseeable future, even when the entry barriers for competitors are low.

This paper should be of value to those interested in the latest developments in ethnic marketing, narrative theory, interactive marketing, and international business and communications.

Highlights the lack of comprehensive collections of Hispanic materials in the USA. Discusses how and why this situation should be remedied. Suggests suitable bibliographies as a starting point for collection building. Describes the assessment of a Hispanic American collection at the University of California, Irvine.

The purpose of this paper is to examine the relationship between country of birth or ethnicity (cultural proxies) and career and parental role commitment, and whether or not that relationship is mediated by two psychological dimensions known to differ across Mexican and USA cultures. These mediators are family achievement orientation and gender role orientation.

Data were collected from 372 working female students at community colleges in the USA and Mexico. The survey focussed on career and parental role commitment, family achievement orientation, and gender role attitudes.

Both country of birth and ethnicity predict career and parental role commitment. Females born in Mexico and Hispanics have higher career role commitment and lower parental role commitment than females born in the USA and non-Hispanic whites. Family achievement orientation and gender role attitudes partially mediate these relationships.

Cross-cultural research of work and family issues needs to incorporate psychological dimensions in accounting for country/ethnic differences.

Employees’ cultural backgrounds should be considered in designing programs to support family and work balance.

Assistance programs designed to enable Hispanics to work will be valued and fit with the Hispanic cultural focus on working as a means to care for family.

This study addresses a stated need in the work/life literature for research that addresses cross-cultural differences, and research in the cross-cultural research that calls for the inclusion of psychological dimension mediators between culture and the variables of interest.

The educational attainment of rural people differs considerably based upon peoples' races and ethnicities. For example, in 2015 twice as many White rural adults had a bachelor's degree or higher compared to Black, American Indian and Alaska Native, and Hispanic or Latino rural adults. Within higher education contexts if one is to understand college students and their experiences, a recognition of students' identities is necessary. For African American college students from rural areas, I argue a starting point for understanding these students and their experiences in college environments is an exploration of the intersection of their place-based and race/ethnicity-based identities. This chapter, therefore, provides statistics about the educational attainment of rural people, reviews rural place–based identity literature, and then integrates perceptions of place with perceptions of race and ethnicity. Based on this discussion, recommendations for future pedagogies, practices, and research are suggested for faculty, staff, and scholars.

Research on what leads to or detracts from persistence among Black female students is scant and inconsistent in terms of systematic inquiry. Little is known about these women's perspectives on the specific challenges they face that result in either their persistence or departure. Despite the dearth of information, the extant literature on college students can provide some insight. Our understanding of the phenomenon of persistence among Black female students attending PWIs was informed by a conceptual framework incorporating: (a) Social Integration; (b) Student Involvement; and (c) Black Feminist Epistemologies. Together these paradigms help explain the environmental and psychosocial factors that contribute to understanding Black female involvement in college and provide a framework for situating our study in the larger context of the Black female college experience.

Business schools are increasingly emphasizing diversity in their courses as well as in their student populations. Additionally, most schools pay lip‐service to increasing diversity in their faculty compositions. But how well are business schools meeting the goal of a diverse faculty? The purpose of this research was to examine this issue through the analyses of the results of a survey sent to 71 schools of business across the USA. The survey examined ethnic backgrounds, asking for the number of Caucasians, Blacks, Hispanics, Asian‐Pacific peoples, and American‐Indians on faculties. Gender and the position in the school, i.e. dean, associate dean, director, professional, were also collected. Diversity varied between the positions held by faculty but not by the number of years in administrative positions. Significant differences between public and private schools were not evident based on these variables.

This chapter examines the goals and outcomes of intergroup dialogue through the evaluation of a dialogue program between city and suburban high school students located in Syracuse, NY. The Community Wide Dialogue to End Racism, Improve Race Relations and Begin Racial Healing (CWD) organizers share with a wide range of conflict theorists and practitioners the impulse to bring citizens together to talk about complex social conflicts. Two of the main goals of this program, to build participants’ understandings of institutional racism and white privilege, are examined here. Drawing on in-depth interviews with a small sample of dialogue participants, a framework is developed for categorizing participant awareness and understanding of institutional racism and white privilege. The analysis suggests that relatively modest levels of understanding of both concepts should be anticipated from participants both before and after completion of a dialogue of this type. While dramatic changes resulting from the dialogue are not found, the data indicate that the dialogue does have demonstrable impacts on the ways participants think and talk about institutional racism and white privilege. The central challenges faced by participants in understanding the concepts, specifically ability to personalize white privilege and capacity to adopt structural ways of thinking about institutional racism, are identified and described. This research helps to clarify the range of outcomes we can feasibly expect when bringing citizens together to talk about social conflicts by providing a qualitative framework for measuring awareness and understanding of white privilege and institutional racism.

The purpose of this paper is to highlight various ways in which micro-aggressions and other forms of institutional oppression have affected subaltern professors and students in the academy.

This qualitative case study draws from testimonios collected from fall 2010 to spring 2016. Six testimonios are incorporated in the study, and they stem from a various set of data. These testimonios show patterns across data set regarding systemic oppression subaltern that professors have experienced in the academy.

As the findings of this study show, subaltern professors face intersecting forms of discrimination – often race, language, accent, gender, and class based – in predominantly white institutions. Their testimonios unravel the complexity of the professional, academic, and personal lives of these professors highlighting their professional achievements and successes. Their testimonios demonstrate at the same time the ways in which various forms of oppression might have limited their life chances and opportunities.

Suggestions are made as to how social justice educators and policy makers can collectively challenge and eradicate these social wrongs.

This paper is an original take on both micro-aggressions and institutional oppression affecting subaltern professors and students.