Search results

The purpose of this paper is to investigate Hispanic consumers' shopping orientations and their apparel retail store evaluation criteria and to examine age and gender differences in their shopping orientations and retail store evaluation criteria.

A structured questionnaire was developed to collect data on the variables in the study. The questionnaire was developed both in English and Spanish. Factor analysis was employed to identify Hispanic consumers' shopping orientations and their retail store evaluation criteria. Pillai's trace multivariate analyses of variance were used to examine the hypotheses.

Six shopping orientation constructs and three constructs of store evaluation criteria were identified. The results revealed that males and females have different shopping orientations and apparel retail store evaluation criteria. Shopping orientation and apparel retail store evaluation criteria also varied across the age groups.

This study has practical implications for apparel retailers regarding how to position their stores in targeting different groups of shoppers and how to allocate their resources and promote products. Additionally, the findings of the study will reveal how to provide an optimal shopping experience to Hispanic consumers so that apparel retailers can develop localized marketing strategies to target the areas with a large Hispanic population.

Despite the importance of understanding Hispanic consumers' apparel shopping behavior, little research has been conducted.

The purpose of this paper is to describe the ways in which hip-hop pedagogies and literacies encouraged middle school students to explore performance poetry as a tool to “(w)right” the truth(s) about learning and living in their local and global communities.

Collaborative self-study research methodologies were used by the author, a black male teacher educator and hip-hop cultural insider, along with two white, female reading specialists and hip-hop cultural outsiders, to collect and analyze the practices and behaviors used in The Shop – an after-school hip-hop-based spoken word poetry club for middle school students in a small, urban public school district in Northeastern USA.

Three primary findings emerge: teachers with limited cultural and content knowledge of hip-hop may struggle to negotiate real and perceived curricular constraints associated with using pedagogies with hip-hop texts and aesthetics in traditional school contexts, the intersections of teachers’ racial, cultural and gender identities informed the respective practices and behaviors in a number of interesting ways, and using hip-hop pedagogies for social justice in public schools requires a delicate balance of both transparency and discretion on the part of teachers.

Study findings are salient for in- and pre-service English teachers and English educators, as they offer insights and reflections on the instructional and relational challenges cultural outsiders may face when using hip-hop culture to create spaces and opportunities for young people to talk back and speak truth to power.