DEEPENING MULTICULTURAL INSTRUCTION: THE UNIVERSAL AND TEMPORAL DIMENSIONS OF ETHNIC DIVERSITY

E. Vincent Carter, California State University, Bakersfield

ABSTRACT

The rise of diverse ethnic consumer segments in the United States has made multicultural marketing a mainstay in the American university curriculum. Although multicultural topics contribute to marketing courses, textbooks, and learning objectives are often limited to examining the breadth of ethnic diversity. This study draws upon 10 years of teaching a multicultural marketing course module to propose a depth of diversity method which augments conventional profiles of ethnic breadth. Course findings suggest that allowing students to explore the deeper universal and temporal dimension of ethnicity imparts a more holistic appreciation of different cultural versions, as well as an ability to chronologically envision the multicultural experience of historical and pre-historical periods. As a result, students reported a more authentic and original ethnic project experience. However, the depth of diversity method addresses the narrow managerial instruction goal of improving multicultural marketing competences that create brand value relationships with ethnic American customers. Neither the multicultural education literature nor global/cross-cultural ethnic marketing studies are explicitly advanced, although regarded as complementary research veins. Consequently, a timely and tenable multicultural marketing course module is offered to marketing educators engaging an increasingly diverse ethnic market.

INTRODUCTION: FRESH MULTICULTURAL Ethnic diversity trends are blending marketing edu- MARKETING TRENDS cation curricula as well. The strategic relevance of ethnic customer segments in the United States mirrors the scho- Marketing educators understand that the trend is your lastic prevalence of multicultural marketing course offer- friend for continuous improvement of course pedagogy. ings at the undergraduate and graduate level (McCormick A case in point is the trend toward increased ethnic 1984). Multicultural marketing has become a credible diversity in the United States (Yankelovich, Inc. 2009; barometer, a course relevance, because it enables educa- Humphreys 2008), which has spawned more widespread tors to “mind the gap” between market reckoning and application of multicultural marketing strategies. Once market reality (Stringfellow et al. 2006). Although aca- avoided, ethnic minority consumers now represent demo- demic materials accurately depict the variety of ethnic graphically vibrant and economically valuable market customer markets (Blackwell et al. 2006), the deep value segments. Equally important has been the expanded spec- of ethnic cultural modes is commonly avoided (Petersen trum of ethic media channels and content for capturing et al. 1982). As Americans transition toward a more multicultural consumers (Garmer 2006; Rodriguez and inclusive definition of ethnic identity (Freese 2008), aca- Ofori 2001). Moreover, ethnicity has evolved from an demic courses will require a deeper appreciation for the exclusive racial classification of attributes into a more universality of multicultural marketing to embrace main- inclusive cultural connotation of ancestry (U.S. Census stream as well as minority consumers (Dinnerstein and Bureau 2004; Petersen et al. 1982; Thernstrom et al. Reimers 2008; Doane 1997; Alba 1990; Alba and Chamlin 1980). Paraphrasing the venerable African American social 1963). Similarly, by accessing the temporal depth of scholar W.E.B. DuBois (1903), a universal ethnic “double- multicultural traditions, academic courses can reap rich consciousness” enables multicultural marketing to reflect insights from ethnic history. Essentially, the proposed every human tradition and reference historical times. This module responds to the research call by Burton (2005, transformation from remote ethnic content to required 2002) for “new course development in multicultural mar- marketing competency makes multicultural marketing an keting” and “critical multicultural marketing theory,” essential strategic skill set. Future strategists and scholars while heading the real world “challenge of cultural diver- will not only cast wide ethnic diversity nets but also sity” (Pires and Stanton 2005). cultivate deep multicultural nature, in search of authentic Distinctively, the proposed depth of diversity course and original brand relationships (Jamal 2003; Palumbo module is narrowly focused on the managerial instruction and Herbig 2000). objective of improving multicultural marketing compe-

46 Journal for Advancement of Marketing Education – Volume 15, Winter 2009 tency (Rossman 1994), and not the more fundamental and Stanton 2005, 2000). The evolving global customer cultural diversity issues addressed by multicultural edu- culture research thrust (Cayla and Arnould 2009; Belk cation scholars. In addition, the multicultural marketing and Sherry 2007; Rao 2006) is, therefore, regarded as a competency for this study is explicitly related to “ethnic source of American market ethnic intelligence, but not the Americans” (Dinnerstein and Reimers 2008), notwith- pri-mary scope of this survey of market diversity. Amer- standing implicit associations with global ethnic culture ican multicultural marketing studies have validated the and cross-cultural market analysis (Cayla and Arnould strategic practice of targeting ethnic groups and custom- 2009; Belk and Sherry 2007; Arnould et al. 2006; Costa izing messages to fit diverse cultures, values, and Bamossy 1997). Yet, as a pedagogical matter, inter- identities, and expressions (Williams et al. 2008, 2004; national students are encouraged to explore their global Pires and Stanton 2005; Dimofte et al. 2003; Herche and ethnic ancestry as a resource for targeting ethnic Ameri- Balasubramanian 1994; Webster 1991). can customers with shared ancestry (e.g., Swedish and For marketing practitioners, ethnicity is vital mediat- Swedish Americans, Japanese and Japanese Americans, ing construct between multicultural consumers and brand Nigerian or Jamaican and African American, as well as strategy (Jamal 2003; Halter 2000). Following Glazer and Brazilian or Mexican and Hispanic Americans). Like- Moynihan’s (1975) use of the phrase for social analysis, wise, students from transnational countries like Canada or and subsequent historical cataloguing (Petersen et al. Australia may trace their original ethnicity and use home 1982; Thernstrom 1980), cultural ethnicity was rapidly country markets to apply multicultural infused into multicultural marketing practices. Most lessons. For all of these instances, a practicum learning recently, ethnicity has universalized multicultural thought approach imparts ethnic brand strategy aptitude with beyond the earlier black and White boundaries to embrace insights from students’ personal ethnic ancestry. the entire human family. Ogden et al. (2004) contribute to Depth of diversity instruction draws upon ten years of this holistic consideration of human ethnicity with the consumer behavior course experience to contribute a notion that American “microculture” consumers in all more holistic and historic method for teaching multicul- racial categories identify more strongly with their interna- tural marketing competency. The premise for examining tional cultural origins. Similarly, for historical American ethnic depth is the fact that merely broadening the spec- ethnic groups like blacks and Whites, Grier et al. (2006) trum of ethnic segments targeted by brand marketers is assert that ethnicity is a malleable cons0truct embedded in neither economically sustainable nor strategically sound. properties besides consumer characteristics. Some multi- Cui and Choudhury (2002) stress the inherent cost ineffi- cultural marketing trend watchers have dubbed this uni- ciency of current market diversity strategies. The logic of versal ethnic family, “the new mainstream” (Garcia 2004). planning “multiple diffusion” of ethnic aimed at Keenly, these practitioner-oriented researchers envi- “multicultural aggregate social systems” (Parthasarathy sion a post-racial reality (Vence 2007), wherein the rich- et al. 1997) is untenable in an American market environ- ness of ethnicity reaches all customers and multicultural ment where the number of ethnic groups is continuously brand strategies are more deeply rooted. By overcoming expanding. There are more than 100 official race and the prior segregation of multicultural diversity, marketing ancestry categories in the U.S. Census, with nearly 30 strategists, and scholars move from recording racial char- regularly included in the American Community Survey acteristics to revealing ethnic “content of character” (Steele (U.S. Bureau of the Census 2006). Therefore, this study 1991; King 1963). This inclusive and innovative practi- introduces a deeper ethnic schema for capturing the an- tioner research horizon is highlighted by recent profes- thropological roots as well as the analytical fruits of sional venues offering “multi-faceted strategies for multi- multicultural marketing. cultural marketing” (AMA, Chicago 2009). Perhaps future marketing, to paraphrase Shaw (1916), will become FROM MICRO-ETHNIC ATTRIBUTES TO multicultural “matter in motion” – endowing consumers MULTI-CULTURAL ANTHROPOLOGY with “ethnic identity” (Halter 2000), embedding com- modities with “ethnic orientation” (Grier et al. 2006), and The marketing literature chronicles the growth of enhancing conditions with “situational ethnicity” (Stayman multicultural opportunity over time. Cui (2001) distills and Deshpande 1989). Forward looking ethnic marketing this ethnic journey over the duration of the discipline to research reflects a more universal scope and richer cul- provide a historical perspective on multicultural market- tural scheme than the stream of literature that initially ing acumen. This review focuses on ethnic diversity in the carved out ethnic marketing boundaries between the 1960s American market which is a dominant literature theme and 1980s. This more inclusive and anthropological (Forehand and Deshpande 2001; Halter 2000; Rossman approach (Swaiden et al. 2006; Moeran 2005; Sherry 1994). Many significant attributes and advantages of 1995) is seen by some as distinguishing “multicultural” market diversity were gleaned from an analysis of the from purely “ethnic” marketing (Pires and Stanton 2002), “ethnic minority consumer” (Cui 2001) that can be although in a complementary manner. extended to culturally diverse markets in general (Pires Reviewing the early ethnic marketing classics

Journal for Advancement of Marketing Education – Volume 15, Winter 2009 47 reveals just how culturally holistic the trend in multicultural tity informs ethnic consumption. Likewise, Podoshen marketing aptitude has become, even when focusing (2008) finds that ethnic brands signify a deeper and more exclusively on the American market. Ethnic marketing discerning multicultural mirror of the “the black experi- research paralleled the awareness of racial disparity in ence.” American society during the 1960s and 1970s. Initially, Similarly, marketing studies are beginning to reveal ethnic consumer studies were narrowly framed in terms of how the Latino motif compatibly blends native cultures black and White markets to highlight the comparatively with modern Hispanic American communities (Korzenny scarce resources and scant research of “Negro” consum- 2005; Davilla 2001). The “in-culture approach” (Valdes ers (Andreasen 1975, 1978; Sexton 1972; Bauer and 2000) affirms an inclusive Latino ethnicity, wide enough Cunningham 1970; Kassarjian 1965; Bauer et al. 1965; to literally encompass every ancestral branch of the human Caplovitz 1963; Alexis 1962; Bullock 1961). tree and deep enough to envision ancient Incan, Mayan, Eventually, marketing studies reflected the influence and Aztec civilizations through the eyes of their Spanish of ethnic cultural patterns on the market behaviors of and indigenous descendants. Cova and Cova (2002) con- African American consumers, beneath the surface level of tend that this inclusive “Latin vision of society” manifests racial traits (Whittler 1991; Williams and Qualls 1989; universal ethnicity through “communal embeddedness.” Williams et al. 1989). Observing ethnicity instead of race, Examining prevalent media practices, Rodriguez (1997) marketing scholars discovered a more multicultural Amer- regards this “panethnic conceptualization of the Hispanic ican kaleidoscope (Fuchs 1995). This diversified ethnic audience” as culturally universal but commercially ulterior. range encompassed the mores of Hispanic American Ethnic precision for the Asian American markets is consumers (Utelschy and Krampf 1997; Kara and Kara provided by Taylor et al.’s (2005) examination of the 1996; Minor 1992; Valencia 1989, 1985; Saegert et al. “model minority” portrayal of ethnic identity, Kim and 1985; Segal and Sosa 1983), as well as the cultural Chung’s (2005) deconstruction of “Orientalism” in multi- heterogeneity of Asian American markets (Kauffman- cultural marketing images, Xu et al.’s (2004) rigorous Scarborough 2000; Taylor and Stern 1997; Ownbey and analysis of culture-specific behaviors across Asian Horridge 1987) – including Asian Indian immigrant cus- American youth communities, and Cayla and Eckhardt’s toms (Mehta and Belk 1991), and even extended to (2008) conception Asian brands as anchoring “traditional European American customer ancestry (Alba 1983; Hir- community.” schman 1981). The rise of an inclusive multicultural Holistically, these more intricate ethnic research marketing mindset increased the volume and variety of insights also encompass European American markets, studies through the 1990s, including Webster’s (1991) such as Jewish and Irish cultural communities (Podoshen analysis of ethnic identification, Herche and Balasubra- 2006; Demirdijian 2002; Friedman 2001). In the contem- manian’s (1994) specification of ethnic shopping prefer- porary marketplace, consumers openly engage in market ences, and comparative ethnic brand strategy (Rossman interactions for ethnic identity awareness, affirmation, 1994; Costa and Bamossy 1997). and artifacts both within and across traditional racial Although the volume of ethnic marketing literature boundaries (Cova et al. 2007; Grier et al. 2006; Burton has waned since the 1980s and 1990s, the new millennium 2002; Halter 2000). Therefore, multicultural marketing witnessed advances in analytical marketing techniques skills have grown beyond race recognition to realize the for ethnic consumer segments (Dimofte et al. 2003; Fore- anthropological roots of customer ethnicity. hand and Deshpande 2001), as well as a growing body of Although the study of consumer motivation, imag- research aimed at tailoring brand strategy to ethnic market ery, and symbolism garnered the interest of marketing factors (Palumbo and Herbig 2000). Accordingly, cou- scholars (Levy 1959; Dichter 1964), a clear anthropolog- pling ethnic affinity and brand preference (Russell et al. ical case is first championed by Winick (1961). 2000) is now regarded as a strategic marketing compe- “The anthropologist is specifically trained to study tency, not merely a responsibility to the national character, or the differences which dis- minority communities as in prior decades. Therefore, tinguish our national group from another. He should marketing scholars have begun honing multicultural mar- be able to provide measures for distinguishing the keting competency for diverse American ethnic customer subtle differences among a Swede, a Dane, and a segments. Norwegian; or between a Frenchman and an English- African Americans were once marketed to as “white man; or a Brazilian and an Argentinean; or between consumers with black skin” (Whittler 1991; Williams a typical resident of Montreal and one of Toronto. et al. 1989). Now, however, cultural meaning garners The anthropologist is also a specialist in the study of higher ethnic marketing credibility than merely color subcultures. He would be able, in a city like New matching. Both Swaiden et al. (2008) and Lamont and York, to differentiate the patterns of living of such Molnar (2001) bring a heightened cultural specificity to disparate but rapidly homogenizing groups as Puerto the diagnosis of African American markets which high- Ricans, Negroes, Italo-Americans, Jews, Polish- lights how shared ideological beliefs and collective iden- Americans, and Irish-Americans” (Winick 1961,

48 Journal for Advancement of Marketing Education – Volume 15, Winter 2009 p. 55). cross-cultural techniques from global marketing studies. Twenty-five years would pass before Sherry (1986) Most recently, Borna et al.’s (2007) examination of “sub- firmly established the congeniality of marketing and culture” meanings in marketing education complement anthropology in a comprehensive and detailed fashion. ethnic subculture instruction. Still, given the fact that He later developed a sourcebook for the anthropological multicultural education principles were fully established treatment cultural market phenomena (Sherry 1995), which in the 1980s (McCormick 1984), the marketing education foresaw the ethnic cultural properties posited here. The literature has come woefully late to the ethnic diversity opening of anthropological avenues in consumer behav- table. Besides a few anomalies (Pires and Stanton 2005) ior adds texture to ethnic brands with global cross-cultural marketing education scholars recycle prevailing breadth techniques (Palumbo and Herbig 2000), recasts market of diversity views, unwilling to realize the promising segments as cultural communities known as “consumer depth of diversity vision. tribes” (Cova et al. 2007), and retraces historical origins of human civilization to authentically brand global cul- FRAMING MULTICULTURAL MARKETING tures (Cayla and Arnould 2009). Belk and Sherry (2007) BREADTH AND DEPTH develop the “Consumer Culture Theory (CCT)” to build upon the strong marketing literature stream wedded to In keeping with emerging trends in multicultural anthropology (Arnould et al. 2006; Tian 2005; Moeran marketing practice (Rao 2006; Swaiden et al. 2006; Ogden 2005; Sherry 1995) and interpretive consumer research et al. 2004) the proposed depth of diversity instructional (Hirschman 1989), to signal the arrival of a conceptually method embraces the anthropological dimensions of deeper ethnic diversity aptitude. Paralleling this study’s ethnicity (Cohen 1978). Ethnic depth is conceptualized as depth of diversity module, the anthropological treatment a universal and temporal consumer behavior property. of multicultural marketing adopts a holistic and historical Accordingly, depth of diversity instruction explores a analysis of ethnicity. holistic range of human ethnic cultures and traces the To date, the marketing education literature has historical roots of human ethnic cultures from ancient and followed the anthropological direction of research for pre-historical periods. Relying on classical anthropology, marketing executives. Unlike the multicultural depth the depth of diversity construct grounds ethnic under- depicted in current practitioner-oriented studies, the standing in the survival and cultural development factors majority of pedagogy-oriented articles present a breadth related to global ecology and historical events. Because of diversity perspective which treats ethnic market these common time and place dimensions frame a shared segments as isolated, abstract and often superficial human experience, ethnic depth is developed as an inclu- customer profiles. However, Tian’s (2005) non-ethnic sive universal diversity pattern, whereas the contempo- anthropological approach to consumer behavior case rary notion of ethnic breadth emphasizes exclusive mar- learning is aligned with the intent of this study. Considering ginal diversity profiles. the extreme dearth of marketing education articles In particular, universal ethnic properties are addressed addressing ethnic marketing issues (less than 1%), the by a holistic place dimension which includes cultural prevailing breadth of diversity studies make a significant origins everywhere on earth. Holistic versions of ethnic contribution. Academic marketing textbooks, which are culture encompass the inclusive diversity of minority as instrumental to course delivery, have also taken a broad well as mainstream American consumers. The view of multicultural marketing that serves up a menu of corresponding temporal ethnic properties are addressed diverse customer flavors without exploring the meanings by a historical time dimension which chronicles ancestral of ethnic tastes and textures. Consequently, marketing environments, events and experiences. Historical vision education research reinforces the parochial pedagogical contributes authenticity and originality to students’ ethnic mode of comparing ethnic attributes versus comprehending brand strategy aptitude. Therefore, in the tradition of ethnic anthropology. qualitative methods like ethnographic and interpretive Penaloza and Gilly (1991) are among the earliest consumer research (Cova and Elliott 2008; Belk 2006), marketing education scholars to appreciate the salience of the proposed module deepens marketing educators’ ethnic dimensions. Since then, others have addressed discovery of multicultural marketing competency (see ethnicity as an important construct for informing market- Figure 1). ing educators about the cultural values of student learners Given this definition of terms, conceptual founda- (Yoo and Donthu 2002) and a source of multicultural tions for the proposed module are laid by the two ethnic marketing competency (Jones 2003) – not simply course depth dimensions of universality (holistic) and temporal- content. Burton (2005) has also mapped the multicultural ity (historic). Knowing which concepts support the depth terrain and helped marketing education scholars navigate of diversity perspective helps marketing educators’ shape the transition from racial (e.g., melting pot) to ethnic pedagogical outcomes and improve students’ multicultural acculturation (e.g., salad bowl), as well as by applying marketing competency. Recognizing that the theoretical

Journal for Advancement of Marketing Education – Volume 15, Winter 2009 49 FIGURE 1 CONTRASTING DEPTH OF DIVERSITY AND BREADTH OF DIVERSITY INSTRUCTIONAL METHODS

Instructional Emphasis Depth of Diversity Breadth of Diversity

a. Pedagogical Scope Holistic and Historic Parsed and Present

b. Ethnic Focus Universal/Inclusive Marginal/Exclusive

c. Conceptual Foundation Cultural Anthropology Market Economics

d. Brand Strategy Authentic and Original Appropriated and Opportunistic

underpinning for depth of diversity dimensions is appli- ethnic spectrum (Dinnerstein and Reimers 2008; Petersen cable to global cross-cultural situations, this study’s em- et al. 1982; Thernstrom 1980), thereby combining tempo- phasis on extracting only domestic sub-cultural ethnic ral and universal dimensions. insights should be kept in mind. A nice way of anchoring the holistic cultural scope and inclusive ethnic composition of multicultural market- Universal Dimension Foundations ing is to have students collaboratively examine societal transformation metaphors. These “root metaphors” Beginning with the universal dimension, Hofstede’s (Sheffield 2007) reflect prevailing ethnic diversity norms (1980) “cultural values framework” is a suitable method and guide societal mores, including market customs. In a for conveying the holistic nature of ethnicity among all similar manner as described by Burton (2005), the “melt- peoples of the world. The simplicity and adaptability of ing pot” assimilation view (Gordon 1964) can be pre- Hofstede’s four cultural axes help to demonstrate the sented as an exclusive ethnic identity norm and the “salad universal dimension of ethnicity using a reliable source of bowl” acculturation view (Glazer and Moynihan 1975) global businesses insight (Kirkman et al. 2006). Addi- can be presented as an inclusive ethnic identity norm. The tional support for the universal depth of ethnicity can be classical writings of Randolph Bourne (1916) and others presented using Hall’s (1959) cultural map. The anth- (Newman 1973) regarding American pluralism can fur- ropological classification can be used to chart diverse ther enrich critical thinking about how ethnic universal- ethnic cultural patterns and distinct chronological peri- ism is manifested in the U.S. marketplace by posing ods. Hall’s (1976) subsequent research demonstrates the “tapestry” as an alternative diversity metaphor. efficacy of cultural aptitude in interpersonal and global Cultural schemas outside the marketing literature business relations. This anthropological premise is trans- further bolster the universal dimension of ethnicity. Cul- lated into historical descriptions of the entire American tural intelligence (CQ) is a pedagogical resource drawn

50 Journal for Advancement of Marketing Education – Volume 15, Winter 2009 from organizational research (Ang and Van Dyne 2008; nic identifi0cation, nostalgia and tradition making, Bucher et al. 2008), which assesses multicultural aptitude domesticity and femininity, and aesthetic conserva- based on the awareness of all ethnic traditions and instills tism – with which early American objects and archi- diversity appreciation in everyone. The comparative and tecture have been associated” (Witkowski 1998, individualized insights derived from comparative cultural p. 125). awareness are invaluable for getting students to take Marketing educators will find McClelland’s (1976) ownership for diversifying their ethnic intelligence (Early classic analysis of America’s “achieving society” to be a and Mosakowski 2004; Early and Ang 2003). Accord- fitting retrospective on the evolution of ethnic cultural ingly, marketing educators are encouraged to benchmark aspirations and brand identity. Among consumer behav- the universal ethnic dimension against inclusive CQ eth- ior scholars, Tan and Sheth (1985) are among the first to nic diversity principles. compile a diverse historical perspective – including Wil- Cultural capital (Bourdieu 1986; Bourdieu and liams’ (1985) examination of multicultural marketing by Passeron 1973) affords marketing educators another angle culling the African and European ancestry of black Amer- for delivering multicultural competency because it affirms ican consumers. Although rare, the marketing education intergenerational ethnic meanings. Initially conceived to literature occasionally asserts the merit of “historical explain disparity in educational achievement across eth- perspectives” (Petkus 2010). However, since the tempo- nic groups and social classes (Harker 1990), cultural ral dimension of multicultural depth encompasses pre- capital reinforces the logic of envisioning ethnicity chro- American old country traditions, ancient civilization and nologically as well as comparatively. Instead of tracing even native creation myths, an much older historical ethnic values for a couple of generations, as cultural record will better facilitate students’ exploration of ethnic capital does, the depth of diversity module frees students origins. Boyd and Richerson (2005) convey this chro- to probe any ancestral period on the historical time line. In nological vision of human culture as a dynamic interplay certain respects, ethnic brand strategy is designed to between ecological habitat, biological traits, and anthro- encode the cultural capital of diverse markets. Conse- pological adaptation. Geertz (2005, 1974) is especially quently, learning to link cultural capital from historical skilled at orienting students toward “the native’s point of ethnic traditions with the cultural capital encoded in view” to interpret ethnic ethos, ideology, customs, and contemporary ethnic brands strengthens students’ events with an unbiased intellect. For contemporary multicultural competency. consumer markets, Belk and Sherry (2007) demonstrate Moreover, analytical methods are emerging in the the strategic viability of temporally accessed cultural cultural marketing literature which can cluster the univer- insights. Likewise, Cayla and Arnould (2009) purpose- sal range of ethnic orientations based on a value consensus fully revisit historical time periods to authenticate and among individual customers. This “cultural consensus attenuate cultural brand meanings. Augmenting multicul- analysis” procedure (Horowitz 2009; Dressler et al. 2005; tural course instruction with these cultural history re- Handwerker 2002, 2001; Romney et al. 1986) reveals the sources helps to validate the temporal dimension of ethnic universal ethnic ecology capable of being experienced depth. and exchanged. Having prefaced the universal and temporal dimen- sions employed to instill anthropological depth, the Temporal Dimension Foundations remainder of the paper presents the pedagogical methods and findings from the proposed multicultural marketing Priming the ethnic depth dimension of temporality module. By incorporating an anthropological perspec- can begin with an awareness of history as central to the tive to enhance prevailing instructional approaches, the development of marketing theory and practice (Bartels proposed module helps to fill the void in ethnic diversity 1988; Hunt 1976). The vital role of what Shaw and Jones research among marketing education scholars. (2005) refer to as the “marketing history” school is often overlooked in favor of appropriating current multicultural FORMULATING MULTICULTURAL branding trends and ethnic data profiles into course MARKETING PEDAGOGY instruction. However, market traditions throughout time prove that “new and improved” is often derived from prior Structurally, the pedagogical exploration of ethnic periods ranging from American centuries (Fox and Lears depth is guided by the Sheth and Mittal (2004) “Matrix of 1983) to pre-historical commodity trading (Wengrow Personal and Environmental Characteristics.” That matrix 2008). This temporal hunt for ethnic consumer treasure is directs the pedagogical task of combining ethnicity’s undertaken by Witkowski (1998) to authenticate “early anthropological origins (environmental/human traits) and American style”: consumption outcomes (market/personal context). Meth- “This article recounts the marketing history of this odologically, the course modules presented to students as style and some clusters of consumer values – the an “Ethnic Value Matching Project, performs exploratory search for authenticity, status presentation and eth- ethnographic content discovery within the qualitative and

Journal for Advancement of Marketing Education – Volume 15, Winter 2009 51 interpretive research traditions (Cova and Elliott 2008; creates experiential learning outcomes. When combined Belk 2006; Hirschman 1989). Following in the footsteps anthropological exploration and strategic experimenta- of Sherry (1986), the depth of diversity module opens up tion contribute synergistically to multicultural marketing marketing and consumer behavior learning to the “win- competency. For anthropological purposes, the people dows of opportunity for anthropology.” Anthropology vector pertains to the ethnic group explored. Yet, strategi- guides both the educational process and experiential prac- cally, the people vector maps customer demand require- tice of exploring multicultural depth. The educational ments (e.g., ecology, culture, identity/values, behavior). foundation provided by anthropology theory is addressed Product vector anthropology explores the ethnic artifact, in the prior literature review and the experiential function activity, and aesthetic. Strategic product vector aspects of probing ethnic culture is an inherently anthropological mold company supply resources (e.g., material, human, task. For course preparation, therefore, the depth of diver- informational, financial). The process vector anthropol- sity module is compatible with consumer culture theory ogy explores the cultural narrative that pairs ethnic iden- (CCT) principles and practice (Belk and Sherry 2007; tity representations with artifact interaction rituals. Strate- Arnould and Thompson 2005). gically, process vector experimentation matches Consistent with “Culture” chapters in current multicultural market customers with companies through Consumer Behavior textbooks (Blackwell et al. 2006), shared ethnic brand architecture experiences. Integral multicultural competency is derived from learning about marketing mix elements cultivate deep brand loyalty and abstract meanings and values as well as material artifacts lasting customer relationships (see Figure 2). and vehicles. Cultural orientation contributes a holistic A practical way to introduce the universal and tempo- and historic scope to conventional ethic consumer ral dimensions of ethnicity is to have students plot ran- research and current multicultural marketing practices. domly selected ethnic cultures/civilizations using global For instance, ethnic diversity in the United States is place and time period coordinates. This depth of diversity primarily regarded as a minority consumer issue. Typically, technique, called “place and time awareness,” is aided by ethnic consumer patterns are taught based on narrowly online links that provide visual history timelines for defined demographic and psychographic patterns. These diverse ethnic traditions, as well as by contemporary existing bases of multicultural marketing pedagogy are online calendars that include multicultural holidays and built from an analytical economic, psychology, and events. The module’s “place” awareness is initially illus- marketing premise. Unlike culturally-oriented depth of trated by a brief ethnic history visual montage of the diversity instruction, which traces the anthropological University’s location, including indigenous, American, evolution of collective ethnic values, the current approach and immigrant culture. Likewise, “time” awareness is casts ethnicity as a modern market-oriented individual quickly demonstrated when the module opens by scroll- trait. As discussed in the literature review, contemporary ing through an online monthly calendar with multicultural multicultural marketing strategies validate this universal dates and events. Therefore, the depth of diversity module and inclusive embrace of ethnicity, which may also traces the place and time origin of a human culture to learn encompass multi-ethnic and post-racial cultural identities. the collective ethos and logos that defines ethnic identity Three pedagogical vectors align the depth of diver- (see Figure 3). sity method’s holistic and historic scope – people, prod­ The pedagogical framework outlined in Figure 3 uct, and process. These three intersecting vectors plot the guides “Ethnic Value Matching” with anthropologically path toward matching ethnic values among customers valid and strategically viable principles. Still, many alter- (people), commodities (products), and commerce (pro- native processes exist for exploring ethnic cultural values, cess). Accordingly, in instructional materials, the depth of within the anthropology, qualitative , diversity module is referred to as the “Ethnic Value and consumer behavior literature. The literature review Matching Project.” Depth of diversity remains the anthro- explains how many of those multidisciplinary sources are pological purpose of exploratory learning objectives. incorporated into depth of diversity instruction. However, However, the strategic practice of ethnic brand design the “tribal marketing” premise advanced by Cova and

FIGURE 2 DEPTH OF DIVERSITY PEDAGOGICAL VECTORS

Instructional Levels People Product Process

a. Anthropological Purpose Ethnic group culture Ethnic artifact capacity Ethnic codes/crafts

b. Strategic Practice Customer/Demand Company/Supply Brand/Matching

52 Journal for Advancement of Marketing Education – Volume 15, Winter 2009 FIGURE 3 DEPTH OF DIVERSITY INSTRUCTIONAL PROGRESSION

A. PEOPLE – Charts Evolution of Ethnic Identity

1. EARTH (Place) – “Mother Earth” Land Origin Documents “Old Country” ecological environment shaping ethnic identity

2. HISTORY (Time) – “Father Time” Diaspora Travels Documents “Old Country” defining events for ethnic identity

3. CULTURE (Ethos) – “Destiny’s Child” Collective Customs Documents folkways and rituals that distinguish ethnic identity

4. VALUES (Logos) – “Identity’s Name” and Cultural Conveyors Documents articulated beliefs and norms of intergenerational ethnic identity

B. PRODUCT – Charts Evolution of Ethnic Artifacts/Crafts

1. FORM – Describes artifact/craft materials, ingredients, processes, tools

2. FUNCTION – Describes how artifacts ensure survival and embody values

3. FACILITATION – Describes why artifacts/crafts are endowed with ethnic meanings that are manifested in contemporary institutions and social modes

C. PROCESS – Charts Execution of Ethnic Brand Strategy

1. TASTE – Describes physical and aesthetic ethnic cultural preferences

2. TAILOR – Describes how contemporary ethnic segment patterns are targeted

3. TRIANGULATION – Completes ethnic brand architecture by matching “People” and “Product” values with brand merchandising “Processes”

Cova (2001) specifically validates framing ethnic culture sal ethnic narrative imparts multicultural aptitude on two with “mother earth” place and “father time” period coor- levels. First, the inclusive property of holistic multi- dinates. Using a diagram for “the tribal clover” the cultural marketing eliminates ethnic myopia by seating researchers chart place properties along an “axis of visi- every ethnic version at a common human family round bility” to capture cultural “gatherings” and “places,” table. Like turning a kaleidoscope, students learn to value whereas an “axis of invisibility” plots contemporary “day- particular ethnic cultures through comparison across an to-day practices” as well as the longer term “trend.” This inclusive human spectrum. So, the holistic universal nar- anthropological justification of the “Ethnic Value Match- rative exposes students to human unity by exploring ing Project” parameters shown in Figure 3 confers struc- ethnic diversity. Second, the holistic approach toward tural credibility from leading multicultural marketing ethnic culture enables students to appraise the coherence scholars. and congruity of ethnic cultural meanings, in contrast to the prevailing emphasis on quantitative ethnic market Holistic Ethnic Template evaluation. The anthropological synthesis found in indig- enous creation myths and ecological allegories provide a The holistic depth of diversity scope introduces a fuller understanding of the ethnic cultural narrative than universal angle for pedagogical comparisons of ethnic statistical analysis. cultural ancestry and attributes. Holistic instruction con- The common earthly origin of all ethnic groups veys a universal ethnic narrative for the multiple ethnic serves as a holistic anthropological root for exploring cultural versions in the human family. Teaching a univer- diverse ethnic culture branches. Students are shown how

Journal for Advancement of Marketing Education – Volume 15, Winter 2009 53 ecological conditions in the locations where ethic groups believed to possess ancestral spirits, while the feathers of trace their origin vividly impact early ethnic meanings and particular birds are worn to access animating energy. vicariously inform existing ethnic markets. Factors are Likewise, all ethnic traditions celebrate cultural value specified within each people, product, and process vector through harvest festivals and attribute symbolic signifi- to articulate the ecological properties that bind early and cance to particular foods. Traditional ethnic beliefs and existing ethnic knowledge. So, whereas earth/place fac- modes of expression can be discerned from meanings tors describe the ecological environment of ethnic people associated with rice for Asian culture, sushi for Japanese locations, form/function/facilitation factors explain the culture, kimchi for Korean culture, yams for African ecologically derived purposes of ethnic products. Even culture, calaloo for Afro-Caribbean culture, potatoes for symbolic representations and sharing rituals related to the Irish culture, wheat for Germanic culture, crepes for process vector are embedded with seeds of ecological French culture, and corn (maze) tortillas for native Latino taste and tailoring. Cursorily, these branding process culture. representations are found in the Celtic three leaf clover in Irish American branding, the good fortune signified by Historic Ethnic Timeline fish in Asian American branding, the affinity for lime hues among Latino Americans, and prevalence of sun and In a complementary manner, the historic pedagogical Baobab tree images within certain African American span directs depth of diversity instruction toward ethnic brand logos. Even textile fabric patterns, such as English beginnings and frames course progression. It gives stu- herringbone, Scottish paisley, Irish plaid, Indian silk sari, dents an ethnic values time machine. Conceptually, these African kente cloth, and Japanese kimono styles encode rich ancestral accounts afford a retrospective view of ethnic ecology intelligence. Ratneshwar and Mick (2005) traditional and ancient ethnic civilizations that cannot be describe this ecological property reflected in consumer learned from contemporary ethnic consumer analysis. motives as brand “landscapes.” The vividness of historic ethnic cultures transports stu- Ultimately, the holistic understanding of ethnicity dents to a time when the absence of modern media made culminates by specifying collective culture as the core myths and material crafts more meaningful. The authen- ethos and shared values as the cultural logos. An authentic ticity of these forgotten worlds cuts through the clutter of ethnic culture is discovered from the cohering identity modern images to acquaint students with the brand mar- patterns and community practices that typify the people’s keting power of ethnic identity anew. Moreover, digital collective character. As an ethos, collective character sets online media permit rapid and resourceful access to rep- the boundaries for whether observed behavior affirms or resentative ethnic history content. Several of those online disaffirms ethnic identity. For instance, the universal media resources are identified as instructional heuristics cultural ethos element of family might be broadly in the subsequent section. explained for African ethnic groups as affirming ances- Yet, these temporal explorations are not intended to tors, for Asian ethnic groups as affirming elders, for Latin remain in the past. Rather, the historical search is a ethnic groups as affirming extended relatives, and for learning expedition to find ethnic brand validity and European ethnic groups as affirming offspring. Of course, fortify ethnic brand value. Students are instructed to mark these ethnic identity affirmations are only intended to important historical eras with important heroes, events, illustrate the nuances of ethos and suggest aspects of and institutions that emerged during the ethnic group’s cultural emphasis – not exclusivity or stereotypes. evolution. The historical continuum is divided into “old Ethnic values indicate the meanings and modes country” ancient motherland existence and “new coun- through which cultural identity is conveyed. As a cultural try” American homeland experiences. As part of this old conveyer, the logos of ethnic values encompass language, country to new country transition, the migration paths and rituals, as well as orientations toward nature and inten- ports of entry are accorded special importance. Whether tions toward others. Typically, ethnic values are presented discussing Ellis Island for European Americans, Angel as a hierarchical structure that reflects the collective best Island for Asian Americans, Senegal’s Goree Island as a practices for a certain place and period. Although most West African departure point for African American slaves, ethnic group value structures share common planks, the or Southwestern United States border towns as Latin order and prominence may vary. For instance, although American gateways, the coming to America narrative is ecological balance is espoused by all cultures, the Asian punctuated by each ethnic group’s “old country” to “new ethnic “yin/yang” tradition reveals a distinctive harmony country” transition. Retracing these ethnic American rites between man and nature that is woven into philosophical, of passage weaves historical continuity through the cul- cultural, economic, and social themes. In comparison, tural coherence of holistic universal traditions. Otnes and many African and Latino (Native American) traditions Lowrey (2004) examine several of these multicultural affirm ecological balance by personifying the natural marketing bridges connecting old country and new coun- environment. Certain trees are communed with and are try consumption rituals.

54 Journal for Advancement of Marketing Education – Volume 15, Winter 2009 The temporality of depth of diversity instruction ration and ethnic brand experimentation. insures historical congruence across each of the three Students are oriented to the holistic nature of ethnic pedagogical vectors – people, product, process. Referring identity as a universal cultural anthropology profile for to terminology from the Figure 3 framework, “old coun- both minority and mainstream American markets. As a try” ancient or traditional civilizations are associated with universal construct, depth of diversity encompasses all the “earth/place, history/time, and identity/ethos” factors ethnic tribes and traditions from which minority and of the people vector. Values, on the other hand depicts the mainstream customers originate. Students are also ethnic group’s “new country” transition and community. instructed to affirm the cultural strengths and successes of For the product factor, old country history is drawn upon their selected ethnic segment, rather than allocate atten- to learn authentic artifact “forms” and traditional culture tion to ethnic group challenges and controversy. The “functions.” However, “facilitation” characterizes the module imparts the historic nature of ethnic identity by collective modes and symbolic meanings of products or presenting students with the task of exploring the ancient services by new country ethnic communities. Similarly, origins of contemporary multicultural market segments. the process vector traces “taste” factors to old country Temporal exploration is emphasized as the distinction roots but primarily teaches students to “tailor” new coun- between the depth of diversity module and conventional try ethnic tastes with a unique brand architecture that breadth of diversity course instruction. These types of “triangulates” people and product vectors for contempo- multicultural marketing competences are described as rary brand marketing. “cultural branding” (Holt, et al. 2004), because anthropo- logical meanings transform offerings into “icons.” Heuristic Instructional Tools The course module findings are distilled into two pedagogically parallel categories, universal validation Procedurally, the course module is planned for five and chronic visioning. However, these findings are weeks, or longer depending on the academic schedule and intended to enhance and not eliminate prevailing breadth student enthusiasm. The first week is used for project of diversity conventions. orientation, ethnic group selection, and the formation of student teams. The subsequent three weeks are used for Cultural Versioning – Ethnic Identity Inclusion students to discover and document insights for the three module vectors of people, product, and process. The final The depth of diversity module was found to provide week is slated for student presentations to share ethnic a multicultural marketing approach with more universal brand architecture strategies. To optimize effort, students appeal than the traditional breadth of diversity methods are given access to a rich archive of electronic links which focus primarily on American ethnic minority con- containing ethnic cultural research and content for mod- sumers. This outcome is described as cultural versioning ern and historical eras. An extracted list of those extensive because a more inclusive set of ethnic traditions was online resources is presented in Figure 4, with subhead- represented than is typically evoked for multicultural ings for multicultural place and time awareness, ethnic markets. The root term “verse” expresses the etymologi- cultural identity, ethnic commodity orientation, and eth- cal connection between the anthropological purpose of nic brand architecture. By providing these ready refer- universal ethnic depth and the strategic practice of cul- ences for multimedia ethnic exploration, students devote tural versioning for ethnic brand architecture. Specifi- less time to academic research procedures and more cally, students were more willing to explore value patterns attention to recognizing anthropological patterns. From for ethnic groups different than their own and students this formative online archive, students are expected to who are not classified as belonging to a minority group cultivate fresh ethnic content that fits their unique demonstrated greater interest in ethnic cultural discovery. multicultural marketing adventure. Figure 5 presents excerpts from a student project focused on German American ethnicity. The content depicts this FINDING DEEPER MULTICULTURAL expanded cultural versioning because a non-minority MARKETING LEARNING OUTCOMES European American ancestry was explored to create a valid ethnic brand targeted toward contemporary German The depth of diversity module is introduced as an American households during the holidays. In this manner, opportunity for students to freely pursue their interest in students are free to acquire multicultural marketing com- any United States ethnic customer segment. This premise petency from the universal spectrum of human ethnic of free selection is an important impetus for generating narratives. inclusive and innovative ethnic brand project outcomes. Often, ethnic consumer diversity and multicultural mar- Chronic Visioning of Ethnic Brand Innovation keting instruction is limited to American minority popu- lations, or bounded by authoritative text content. Instead The depth of diversity module was also found to the project atmosphere encourages ethnic cultural explo- provide temporal dimension insights that are largely unat-

Journal for Advancement of Marketing Education – Volume 15, Winter 2009 55 FIGURE 4 HEURISTIC INSTRUCTIONAL TOOLS – ETHNIC VALUE MATCHING ORIENTATION & PROJECT LINKS

OVERVIEW of THE ETHNIC VALUE MATCHING PROJECT: Capturing Cultural Diversity Old & New

A. OUR VIEW of ETHNICITY is: 1. UNIVERSAL (Collective, Inclusive, Integral, Holistic, Plural) vs. only “diverse” & “minority” [http://www.pluralism.org/index.php]. * Conventional View >> Race + Ethnicity = Minority …………………… >>Marginal/Few * Collective View >> Ethnicity = EarTH (origin) + NeCessITY (objective) >> Universal/All

2. “TIME/PLACE AWARENESS” – Diversity Calendars & Maps tell When, Where, What, Who

B. OUR PROJECT ETHNIC LINK SOURCES are INDEXED as: 1. ETHNIC IDENTITY [“Fixed”] & ETHNIC ORIENTATION OVERVIEW [“Fluid”] 2. PEOPLE – Specific Ethnic Cultural Content 3. PRODUCT – Specific Ethnic Commodity Content 4. PORTRAITS – Individual Ethnic PEOPLE Links

I. ETHNIC IDENTITY & ETHNIC ORIENTATION OVERVIEW

A. Ethnic Identity – “Fixed Criteria Characteristics” [Chances] U.S. Ethnicity Brief [http://en.wikipedia.org/wiki/Racial_demographics_of_the_United_States]. Multicultural Economy [http://www.terry.uga.edu/selig/buying_power.html]. Ethnic Identity Marketing * [http://www.amazon.com/gp/reader/0805241566/ref=sib_dp_pt/103-7602843-7873448#reader- link]. * [http://print.google.com/print?id=DuJDiYJ7SVMC&oi=fnd&pg=PA3&sig=3DcnrHUbQ-iYP SY-gLwN3LxdkU4].

B. Ethnic Orientation – “Fluid Content of Character” [Choices] Time & Place Awareness – Ethnic Holidays [http://www3.kumc.edu/diversity/ethnic_relig/ ethnic.html]. Maps – Geography/Ecology for Old & New Country * [http://maps.nationalgeographic.com/map-machine#s=r&c=21.28937435586042,%200&z=1]. * [http://www.worldatlas.com/aatlas/world.htm]. Etymology – word origins of ethnic names, places, artifacts, commodities [http://www.etymonline. com].

II. “PEOPLE” – Specific Ethnic Culture Links Broad Cultural Reference Links * Wikipedia [http://en.wikipedia.org/wiki/Main_Page]. * Every Culture [http://www.everyculture.com/]. Birth Origin, Ancestry, & Demographics * Old Country [http://www.infoplease.com/ipa/A0900547.html]. [http://www.census.gov/population/www/ancestry.html. * New Country [http://www.infoplease.com/ipa/A0193688.html]. [http://www.census.gov/population/www/index.html].

56 Journal for Advancement of Marketing Education – Volume 15, Winter 2009 FIGURE 4 (CONTINUED) HEURISTIC INSTRUCTIONAL TOOLS – ETHNIC VALUE MATCHING ORIENTATION & PROJECT LINKS

III. “PRODUCT” – Specific Ethnic Commodity Links Fashion & Cultural Identity * [http://www.costumes.org/ethnic/1PAGES/ETHNOLNK.HTM]. * [http://books.google.com/books?id=p-KvoXTYtVoC&pg=PR7&lpg=PR7&dq=Fashion+and+ World+Culture&sig=01T8J8Cc0muly6TLADP8_7UWIOU#v=onepage&q=Fashion%20and%20 World%20Culture&f=false]. * [http://books.google.com/books?id=8m2FwzNSUl8C&pg=PP1&lpg=RA3PA1&dq=Fashion+and+ World+Culture&sig=4szIJZD437YkWzgyczRlzV5aOQM].

IV. “PORTRAITS” – Individual Ethnic PEOPLE Links (a sample set)

Ancient & Native Americans European Americans (continued) http://www.museo.org/ancient.html Jewish African Americans http://muse.jhu.edu/journals/american_jewish_history/ http://www.africaguide.com/culture/ [African Culture] v089/89.4heinze.html http://www.fas.harvard.edu/~du_bois/ http://www.jewishhistory.org.il/ Arab Americans http://www.torah.org/ http://www.theaanm.org/ Norwegian Asian Americans http://en.wikipedia.org/wiki/Norway http://www.swivel.com/graphs/show/9472394 [Graph http://www.sofn.com/about_us/showPage.jsp?document= and data by nationality] index.html http://www.pbs.org/ancestorsintheamericas/aahistory Polish sites.html http://www.pgsa.org/traditions.htm European Americans http://www.polishamericancenter.org/Customs& English: Ancient, Old, and Traditional Traditions.htm http://www.battle1066.com/saxons.shtml Russian http://www.historic-uk.com/HistoryUK/England- http://www.geographia.com/russia/rushis02.htm History/index.htm http://www.friesian.com/russia.htm Dutch http://www.russianamericanculture.com/ http://www.usahistory.info/colonial/customs.html Scottish http://www.rapidimmigration.com/usa/1_eng_ http://www.bbc.co.uk/history/scottishhistory/ immigration_history.html http://en.wikipedia.org/wiki/Scots-Irish_American French Spanish http://en.wikipedia.org/wiki/History_of_France http://en.wikipedia.org/wiki/Spanish_culture http://en.wikipedia.org/wiki/Franks http://www.bookrags.com/history/multiculturalism/ German spanish-americans-gema-03/ http://www.germany-info.org/relaunch/culture/ger_ Swedish americans/paper.html http://en.wikipedia.org/wiki/Sweden#Prehistory http://en.wikipedia.org/wiki/German_culture http://www.sweden.se/templates/cs/FactSheet____15600. Greek aspx http://www.ancientgreece.com/ (Ancient) http://www.gogreece.com/ (Modern Greece) Latino/Hispanic Americans http://webs.csu.edu/~amakedon/articles/GreekAmerican. http://www.ancientmexico.com/ [Ancient Mexico] html http://evans.amedd.army.mil/eo/observances/nhhm.htm Irish http://witcombe.sbc.edu/earthmysteries/EMDruids.html Pacific Islander Americans http://www.irishamhc.com/ [Irish American Culture] http://findarticles.com/p/articles/mi_m0425/is_4_60/ai_ Italian 82360170 http://en.wikipedia.org/wiki/Po_River http://www.pacificislandtravel.com/fr_polynesia/about_ http://en.wikipedia.org/wiki/Italic_people destin/culture.html

Journal for Advancement of Marketing Education – Volume 15, Winter 2009 57 FIGURE 5 STUDENT PROJECT EXCEPTS VALIDATING INCLUSIVE “CULTURAL VERSIONING”

TRADITIONAL GERMAN ETHNIC CULTURAL VALUES • “Volk” – symbolized 19th century unified German people (English translation: folk) • Sharing of common culture and language – goes beyond citizenship • “Volkish mysticism” – connection of land and people • Concepts of romantic love and cruelty, struggle and war, giants and fairies Grimm Brothers attempted to capture spoken village tales in their fairy tales. Their stories included these elements as well as themes from Norse mythology • “Volk” is part of the people, arts, beliefs, and soul • Traditions: wealth of German holidays, festivals and rituals

CONTEMPORARY GERMAN ETHNIC BRAND STRATEGY • A very special occasion is the Christmas Market – Chriskindlemarkt or Weinachtsmarkt • Dates to Middle Ages as opportunity for friends to gather on cold winter evenings • In Germany, beer is an every day drink but wine is reserved for special occasions • Gluhwein (“Glow Wine”) is traditionally served during the holiday season Hot, spiced red wine with calming and medicinal properties • Enhances the traditional experience for modern German American holidays

A AHoliday HOLIDAY FeastFEAST ForFOR the THE SensesSENSES

Packaging:  Bottle cap in shape of traditional copper kettle  Add one kettle (cap) to hot red wine or grape juice, stir and enjoy

tainably with conventional breadth of diversity methods. multicultural marketing potential. The Greek etymology These advantages are described as chronic visioning root “chronikos” captures the temporal significance of because the temporal view gives students a glimpse of ethnic traditions, while the corollary root “chronika” historical ethnic rituals and symbols with contemporary establishes the relevance of historical ethnic records for

58 Journal for Advancement of Marketing Education – Volume 15, Winter 2009 metering the meanings derived from cultural narratives. ries. Consequently, everything old is new, because what By engaging in vicarious time-travel, students experi- worked then and there illumes ethnic consumer opportu- enced a discontinuous break with their present ethnic nities for here and now. identity which allowed them to mine historical periods for multicultural branding ideas. Brand ideas retrieved through CONCLUSION: FOCUSING ON chronic visioning were shown to be viable for the present MULTICULTURAL MARKETING DEPTH American market ethnic group whose ancestors orig- inated them, as well as for other non-ancestral multicul- This paper proposes a fresh and insightful method for tural market segments. Paramount among the multicul- teaching ethnic consumer diversity and multicultural tural competences acquired from chronic visioning is the marketing topics. The prevalence of ethnic consumer discovery of authentic ethnic mores and meanings. This growth trends in the United States combined with the quest for authentic brand qualities is regarded by consum- increased acceptance of ethnic branding strategies er behavior scholars as a primary influence on customer requires marketing educators to prepare students for fu- motivation and loyalty (Beverland and Farrelly 2010). ture multicultural marketing opportunities. Unlike the The innovative ethnic brand strategy angle provided by prevailing methods for teaching ethnic consumer diversi- the authenticity of chronic visioning is illustrated in Fig- ty as a broad spectrum of minority demographic arche- ure 6 for a student project that explored the ancient types, the proposed depth of diversity module adopts a Yoruba beauty ritual of “scarification.” Students used holistic and historic pedagogical scope. Holistically, the chronic visioning to probe beneath current cosmetic styles depth of diversity module equips future students with a and practices by revisiting an African tradition originating more inclusive and universal view of ethnic consumer many centuries ago. The resulting brand strategy innova- behavior. Historically, the depth of diversity module tion (“Skinned”) targets contemporary urban youth from transports students into ancient and traditional time peri- diverse multicultural backgrounds with an authentic eth- ods to learn the richer and more authentic reasons under- nic tradition. lying contemporary ethnic markets. In practice, the depth Using a taxonomical analysis, the depth of diversity of diversity module has been found to strengthen market- module was shown to improve historic attribution of ing students’ ability to regard ethnicity as a universal and ethnic identifiers and events, as well as strengthen the anthropologically rich consumer aspect. Likewise, stu- association between current ethnic consumer tendencies dents’ ethnic branding ideas are found to be more authen- and their authentic roots. In particular, the depth dimen- tic and original because of the chronic visioning induced sion enables pre-historical time periods to decouple gen- by the depth of diversity module’s historic scope. There- uine ethnic properties from the shallower modern arche- fore, the depth of diversity module is a tenable and timely types that combine of race and ethnicity. Cultural anthro- instructional tool for the future development and delivery pology (Geertz 2005) reveals the present value of learning of multicultural marketing aptitude. primordial period customs and qualitative marketing Considering the contributions of the depth of diver- research (Belk 2006) espouses “critical imagination” to sity module to marketing education, suggestions can also harness “historical research” for endowing brand person- be made to optimize its pedagogical value. Like most ality through “projective methods.” anthropological approaches, the depth of diversity meth- Moreover, for students completing the Ethnic Value ods are subjective interpreted based on students experi- Matching Project, traveling from the present temporal ence and interest in the ethnicity concept. As a result, there setting to a pre-history context enables ethnic attributes to are many right answers without predetermined outcomes be examined in a less subjective manner. Depth of diver- for gauging correctness. This subjective tendency requires sity insights are amplified because the ethnic focus is on a high level of motivation and involvement to discover the them and not us, or me. Removing subjectivity also intended ethnic depth insights. Imposing control and script- expands the spectrum of ethnic customer targets served by ing the sequence for uncovering ethnic cultural evidence marketing managers. Domestic cross-cultural marketing compromises the module’s probative design. On the other competencies increase when consumer brand managers hand, eliminating all expectations can lead to a diluted are less inhibited about “crossing over.” This decoupling course experience and disrespect the honor of ethnic imparts a strong chronic visioning tendency among stu- cultural traditions. The suggested remedy is the use of best dents to vicariously time travel for authentic ethnic mean- practices sessions which use students/groups with unique ings that fit modern brand architecture modes. ethnic cultural discoveries as exemplars. Bonus points Beneath the surface of contemporary ethnic American and prizes might also be applicable for groups that reach norms and demographic numbers lies a largely untapped certain project benchmarks in a commendable manner. pool of historic ideas for innovative multicultural market- Above all, positive reinforcement must remain the rule of ing. Interestingly, this underlying depth of diversity resource thumb, because students have learned all too well the pool prefigures the emerging digital emphasis on ethnic negative sanctions associated with incorrect ideas regard- content and collaboration versus characteristics and catego- ing ethnicity.

Journal for Advancement of Marketing Education – Volume 15, Winter 2009 59 FIGURE 6 STUDENT PROJECT EXCEPTS DEPICTING “CHRONIC VISUALIZATION” OF ETHNIC BRANDING

Form Scarification

Triangulation

60 Journal for Advancement of Marketing Education – Volume 15, Winter 2009 In line with ensuring a collaborative student-led instances are treated as episodes for discerning ethnic climate during the depth of diversity module comes the cultural values and not an explanation of ethnic group need for firm boundaries regarding intolerable ethnic virtues or vexations. Clearly this cultural exploration attitudes. Cultural discoveries are only presented in a requires an empathetic and nuanced treatment of ethnic positive light, based on the contribution of values and history that is acquired through the collective ethical historical events to ethnic group advancement. The commitment of the class. Remembering that learning to traditions and practices of every ethnic group are balance cultural discoveries and dilemmas in a historical approached with a sacred reverence for their unique context prepares students for the complex process of contribution to human civilization, and not judged from a managing multicultural markets will guide marketing retrospective viewpoint. Invariably, cultural histories educators toward deeper richer ethnic diversity instruction. reveal conflicts among different ethnic groups. These

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