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The critical incident technique (CIT) wherein informants describe their experiences and feelings attendant to a specific occasion is an attractive qualitative technique because it is easy to administer in a group setting, computer textual analysis is readily available, and it provides insight into marketplace phenomena. However, self‐disclosure theory predicts and studies have found that the informant’s gender, the target of the disclosure, and similarity between informant and target affect the quality of the informant’s narrative text. Using hypotheses from this knowledge base and adding the consumer construct of involvement, the authors conduct an experiment using CIT. Three hypotheses are supported: females disclose more than males, more is disclosed to friends than to strangers, and a high involvement topic produces more disclosure than does a low involvement one. Qualitative marketing researchers are warned that subtle biases exist in narrative text generated by the use of CIT, and precautions are suggested.

This chapter investigates the recent surge of social media (mis)use in horror films including The Cabin in the Woods (2012), Unfriended (2015) and #Horror (2015) and how young women’s relationship to social media in these films often pillories females for existing under, and delighting in, an anonymous, ubiquitous gaze. In these narratives, women are slut shamed both in the plot and through the threat of social media’s panoply of screens, sur- and selfveillance. In my discussion, I will utilize feminist film theory including the writings of Laura Mulvey, Linda Williams and Barbara Creed, while also including contemporary cultural criticism from writers and journalists like Nancy Jo Sales and Leora Tanenbaum to explore the horror genre from a more contemporary, multi-discourse perspective. The technology in these films serve as harbingers, intimating the figurative and literal dangers to come for their female protagonists, ultimately suggesting that the horror in these films is the medium itself and the patriarchal social media culture that these devices cultivate.

This manuscript describes the findings of an examination of 21 pre-service teachers and one literacy course instructor within the context of a program focused on urban teacher preparation. Using inductive thematic analysis of multiple data sources, the research team identified three themes. First, general agreement existed amongst the pre-service teachers that Barack Obama’s 2008 election was a critical, important moment in U.S. history with consistent rationales for why they should include information about President Obama’s life and work as part of the curriculum, especially for African American students. This theme comprised three trends: the importance of teaching civics, the historical importance of the first African American president, and the importance of President Obama as a role model. Second, pre-service teachers enacted and responded to barriers to teaching critical literacy about the Obama presidency. This second theme also comprised three trends: a reluctance to detract from President Obama’s positive image, an unease in teaching politics, and the references to developmental issues related to the ages of the kindergarten children they taught. Third, inconsistencies occurred amongst pre-service teachers’ understandings of critical literacy.

The author uses a novel narrative style to detail the stories of two women coming to feminism and the impact organizational experiences have had on their gender awareness. Frames these two stories by detailing her own journey in becoming a feminist. Together the stories bear witness to the importance of organizational experiences in shaping their identities, specifically in relationship to their awareness of gender, and conversely how their identities in turn affect the way we approach and make sense of their lives inside and beyond organizations.