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The purpose of this study is to examine the ease of use and usefulness of the application Taobao and whether involvement, self-confidence and self-expression of users are related and ultimately affect the purchase intention of Gen Z Chinese users on the site.

The theoretical basis of Technology Acceptance Model (TAM) was utilized. An online survey of 46 questions and 190 responses of Chinese consumers between the ages of 18 and 23 was conducted. PROCESS and a linear regression were used to analyze the results.

Through the lens of the TAM (Davis, 1989), the findings of this study determined that for participants TAM was deemed more useful when TAM was viewed than as easier to use. However, in this case perceived ease of use and usefulness did not directly relate to attitude. Instead, attitude was directly related to self-expression, confidence and involvement as the determining factors of positive attitude leading to intention. The study found that self-expression was most significant regarding attitude. To influence perceived self-expression though, ease of use and usefulness were crucial to obtain this effective characteristic.

In this study how the ease of use and usefulness of the application and involvement, self-confidence and self-expression of users are related and affect the purchase intention is examined.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

The duality of online socialization can be examined by looking at the dynamic contrast between cyberbullying and online friendships. From the beginning of instant messaging to what we know now as direct messaging, the impact of rapid and continuous interactions in online spaces can have a widespread impact on youth. As the landscape of technology and technological access continues to evolve, the virtual interactions that arise in daily life also evolve. Therefore, understanding the impact of these interactions becomes an increasing concern. This chapter evaluates the unique characteristics, and related reciprocity, of online friendships and cyberbullying by assessing the impact of online socialization on school-aged youth. Overall, by juxtaposing both cyberbullying and online friendships, this chapter aims to provide a comprehensive understanding of the complexities that increased online socialization can have on youth in a digital age.

This study examined perceived brand attractiveness of and identification with fashion luxury brands given different levels of sexuality in advertisements. Sex in advertisements has become increasingly more common to generate attention and interest in fashion luxury products, with limited research on its influence on the consumer. However, the use of sexuality in luxury advertisements may counter the ethical expectations of brands by the current consumer in the United States.

A sample of 1,266 males and females completed a survey on brand attractiveness and identification after examining an advertisement of a luxury fashion product. Participants were assigned an advertisement that featured a same-gendered model at one of four levels of sexuality (fully clothed to nude). IBM SPSS Statistics was used to analyze the data which included descriptive statistics and a two-way multivariate analysis of variance followed by an analysis of variance.

The results indicated that less sexuality in luxury advertisements was better in generating attractiveness to and identification with the brand. The advertisements with models fully clothed were rated highest on brand attractiveness and identification. These relationships were statistically significant among groups of men and women.

These findings are important to scholars and marketers of luxury brands as sexuality in luxury brands continues to increase and becomes more provocative, as well as socially conscious.

Today, collaborative fashion approaches are a popular method of reimaging and positioning in contested markets. Fashion collaborations see brands, designers, artists, and companies come together, offering consumers new, alternative products. While shopping continues to be a popular leisure and touristic activity, it is becoming comparable across cities. At present, scholars and practitioners have paid scant attention to collaborative fashion consumption (Botsman & Rogers, 2010). This chapter considers how destinations should become involved with fashion collaborations and drop culture from the offset, establishing specific events for tourists to experience. Ultimately, changing the culture and behavior of shopping tourists to one of event experience and not solely product ownership.

This paper aims to assess the representation of women of color (WOC) in the top 3 fashion magazines and explore the implications of underrepresentation within marketing communications. The authors draw from diffusion theory and marketplace omission and commission to situate the research focus and highlight its application to the study findings.

A content analysis was conducted on 481 cover models on the top three fashion magazines of 2018 – Vogue, Cosmopolitan and Vanity Fair during 2006–2018.

The findings indicate WOC are underrepresented despite the strides of inclusion in the marketplace in America during a postracial period. Representation is as follows: white – 412 (86%); black – 41 (9%); Latina – 19 (3.9%); biracial 7 (1.5%); Asian – 1 (0.2%); and Native American – 1 (0.2%). Latina models had the lowest representation. Native and Asian women were completely excluded. When they do appear, black and Latina cover models are more likely than white models to be shown wearing sexually suggestive attire.

This study makes four recommendations to promote antiracism in marketing: diversify staff hiring and editorial decision-makers for public-facing talent; solicit counsel from multicultural marketing agencies; create antiracist marketing curriculum; and cultivate a pipeline of diverse talent for future hiring.

The originality of this paper centers its contribution to the dearth research investigating representation implications within the fashion marketing industry during an alleged post-racial period, and a longer time span. It also presents structured antiracist marketing solutions to mitigate underrepresentation.