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This research aims to demonstrate that coupons with short durations for redemption can backfire, lowering consumers’ attitudes toward the company.

Two experimental studies in the restaurant context demonstrate the backfire effect. A boundary condition of the effect as well as the underlying psychological process are identified.

Consumers respond adversely to coupons with restrictive requirements for redemption – in particular, a short duration. Study 1 indicates that while a short-duration (vs long-duration) coupon may backfire when its face value is low, this backfire effect is attenuated when the coupon’s face value is high. Furthermore, Studies 1 and 2 provide evidence that psychological reactance is the process underlying this backfire effect.

Consumers respond negatively to coupons with restrictive requirements for redemption because they perceive them as a company’s attempt to limit their freedom of choice. Companies should take measures, including careful target marketing, to avoid rousing this reaction from their consumers.

Companies are increasingly emphasizing corporate social responsibility (CSR). However, consumers are often skeptical of the sincerity of companies’ CSR claims, particularly when the claim comes directly from the company. This paper aims to demonstrate how to reduce consumer CSR skepticism by examining the role of a company spokesperson’s gender and gender-related characteristics.

Two between-subjects experiments with a combined total of 329 participants examined how consumers’ levels of CSR skepticism are affected depending on the gender of the consumer and the gender and gender-related characteristics of the company’s CSR spokesperson.

Study 1 finds that a female (vs male) spokesperson generally elicits less CSR skepticism. However, Study 2 expands on this to demonstrate that consumers are less skeptical of a company’s CSR efforts when they are promoted by a spokesperson who exhibits gender-related characteristics that match, or are typically associated with, the individual consumer’s gender.

Brands often face difficulties in successfully promoting their own CSR efforts to skeptical consumers. These findings should guide companies and their brands in choosing ideal spokespeople for making effective, sincere CSR claims, depending on the target market.

This research is the first to identify the important role of gender in consumers’ perceptions of CSR sincerity. Thus, it provides practically-oriented strategies that may mitigate a growing consumer CSR skepticism that exists in today’s marketplace.

This study aims to follow a rigorous approach to identify, critically analyze and synthesize 75 papers published from 2000 to 2022.

The study presents a systematic literature review on identity expressiveness (IE), clarifying and expanding what is currently known about the concept.

To synthesize current knowledge on IE, the study uses the overarching framework of antecedents-phenomenon-consequences, using this same framework to identify gaps and future research directions. The findings show individual and brand-related factors such as the need for uniqueness and anthropomorphism as antecedents of IE, and eWOM/WOM, impulse purchases and upgrading to more exclusive lines as consequences of IE.

The study contributes to theory by synthesizing and mapping current understanding of the state of knowledge on the concept of IE while highlighting gaps in the extant literature and paving future research directions for scholars in the field.

The study offers useful insights for practitioners, broadening marketers’ actionable options in identity-based marketing. Marketers can use insights from this study to inform marketing strategy and communication campaigns for different types of brands.

To the best of the authors’ knowledge, this study is the first of its kind and offers an integrative review of the current literature on IE, thus enhancing understanding of the concept, its antecedents and consequences. The study also contributes to knowledge by highlighting future research priorities for researchers in this field of enquiry.

This paper aims to apply the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process to encourage student confidence in government information. This approach will also help librarians address the continued erosion of trust in government exacerbated by campaigns of mis- and disinformation waged by the 45th President.

The authors examined recent literature on the public’s increased distrust of government under the 45th President, the impact of extreme skepticism on students, and the role instruction and government information librarians can play in addressing these issues. The authors used the ACRL Framework for Information Literacy for Higher Education frame Information Creation as a Process as a guide for teaching students about the complexities of government information creation processes and addressing student apprehension about utilizing government information in their academic research.

Research indicates that in the midst of a decline in public trust in government, librarians are fighting an uphill battle to encourage wary students to use government information for academic research. Librarians can combat this via targeted Framework-aligned instruction. An example of how the frame Information Creation as a Process can be applied to government information is presented.

For easy implementation of the ideas presented in this paper, learning outcomes and a sample lesson plan are provided.

This paper contributes to the library literature on government information literacy and instruction as well as the Framework. It is the only paper that addresses the application of the frame Information Creation as a Process to government information.

This chapter is about primary and secondary school teachers of history in England, and how they negotiate policy in order to teach sensitive and controversial issues which feature as part of the history curriculum. We present research conducted in two phases that used a bounded case study (Stake, 1995) as a methodological approach. In Phase One, two focus group interviews were undertaken; in Phase Two, six unstructured individual interviews were conducted. Participants were teachers of history in England from Key Stage 1–5 (children aged 4–18 years).

Thematic analysis was used to analyse the data which were informed by reflections on positionality and being a socially conscious researcher (Pillow, 2010). Three key policies were explored as part of this research: the National Curriculum (DfE, 2013), the Teachers' Standards (DfE, 2012) and the Prevent Duty (DfE, 2015). Research findings demonstrate how the context of the school is fundamental in how teachers enact policy in relation to their practice, particularly in light of political changes in society. Self-surveillance was identified as a key strategy, adopted in the teaching of sensitive and controversial issues. We frame this context around Kitson and McCully's (2005) theoretical continuum which indicates that there is a reluctance by some teachers to engage with the teaching of sensitive and controversial issues due to concerns with policy enactment.

The findings of this research illustrate that policy impacts on teachers in numerous ways. Policy was demonstrated to be ambiguous for teachers, and recommendations are made relating to policy and the need for clearer guidance for teachers to support them with their practice.

This paper asks how values and beliefs around gender influence social norms regarding masking. Specifically, the paper explores how the gendered meme “Karen” fits into social media discussions on support for and opposition to the wearing of masks to fight the spread of COVID-19.

The authors analyze tweets containing the hashtags #Masks4All and #NoMasks over a three-week period, using adjacent hashtag analysis to determine the terms most associated with Karen in the pro and anti-mask communities associated with these hashtags.

Anti-maskers reference Karen more often than pro-maskers, although she is presented in negative terms with gendered overtones by those on both sides of the masking debate.

The paper highlights how hypermasculinity rhetoric impedes social change that normalizes mask wearing.

The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed.

This study used purposive sampling of two sections of an elementary writing methods course. Students were grouped into Professional Learning Communities (PLCs) to design an integrated thematic English Language Arts (ELA), Social Studies and Social Justice unit. At the conclusion of their project, components of their units were analyzed using the Social Justice Continuum of Teacher Development.

Overall, the results indicate that candidates were likely to plan for inclusive practices in their instructional units. There was significant attention across units to inclusive materials and content, but there was very little attention to critical or transformative practices in planning. This likely indicates candidates’ awareness about the need for diverse content but tells us little about their ability to critically analyze the power structures themselves that contribute to the need for inclusive practices.

Before classroom teachers can be expected to engage in critical conversations in their own classrooms, the experiences they have within their preparation programs need to be considered. These findings indicate more explicit work must be done to support candidates in their ability to critically analyze hegemonic power structures and to engage their students in learning experiences that move beyond using diverse resources into teaching advocacy strategies to students.

In this article, the impact displacement due to war conditions has on children and their families will be explored with particular focus on Syrian children and families. It is observed that during local, regional and/or global wars, those who suffer most are the non-combatant civilians, particularly families and children. This phenomenon was observed in 2010 when protests against the economic situation triggered the Arab Revolt. These revolts commenced in Tunisia, eventually spreading to other parts of the Middle East. In the midst of these events the Syrian issue acquired great importance. The demonstrations which began in 2011, aiming at Başşar Al-Asad's resignation from his post in Syria, started as an internal war. However, they eventually led to the involvement of other regional and trans-regional actors, turning into a crisis. The unrest now continues as a low-profile crisis. As in previous wars, civilians, especially families with children, have been the main victims in Syria. The intense fighting and increasing terrorist activities forced most non-combatant Syrian civilians and families with children to flee their country. Most opted to immigrate to safer countries, particularly Turkey and in Europe, searching for better living conditions. This article highlights the bad experiences Syrians had when they immigrated. Existing Turkish and European policies might be amongst various factors which trigger immigrants' bad experiences. They require closer observation so one can better understand the processes in action. Against this backdrop, this paper examines how Syrian children have been affected by the internal war in their country, which has been ongoing since 2011, and how Turkey treats Syrian children as part of its humanitarian-oriented immigration policy.

Although research on reproductive technologies such as IVF and egg freezing has traditionally been rather separated from the work on contraceptives and abortion, analysing reproductive and nonreproductive technologies together, as this volume proposes, can provide the basis for a broader contemporary politics of reproductive control. This chapter analyses this politics of integrating reproductive and nonreproductive technologies by focusing specifically on IVF-based fertility (preservation) treatments and (medical) abortion. More specifically, it explores both technologies' interrelated research trajectories and the financial and platformised dimensions of their clinical implementation. With a dual focus on egg freezing and medical abortion, this project seeks to explore how processes of platformisation and financialisation shape the clinical and commercial infrastructures that govern twenty-first-century reproduction. The chapter's broadened analytic scope that incorporates both reproductive and nonreproductive technologies highlights how a contemporary biopolitics of reproductive control may be expressed through these technologies' interrelated regulatory practices, shared politicised reference points (e.g. the embryo), opposite investment practices and mutually reinforcing social effects.