Tag Archives: generation gap

Gender and Culture

A friend sent me a link to the following video:

JC Penney: Beware of the Doghouse | Creativity Online.

In that video, a man is “sent to the doghouse” (a kind of prison for insensitive men) because he offered a vacuum cleaner to his wife. It’s part of a marketing campaign through which men are expected to buy diamonds to their wives and girlfriends.

The campaign is quite elaborate and the main website for the campaign makes interesting uses of social media.

For instance, that site makes use of Facebook Connect as a way to tap viewers’ online social network. FC is a relatively new feature (the general release was last week) and few sites have been putting it to the test. In this campaign’s case, a woman can use her Facebook account to connect to her husband or boyfriend and either send him a warning about his insensitivity to her needs (of diamonds) or “put him in the doghouse.” From a social media perspective, it can accurately be described as “neat.”

The site also uses Share This to facilitate the video‘s diffusion  through various social media services, from WordPress.com to Diigo. This tends to be an effective strategy to encourage “viral marketing.” (And, yes, I fully realize that I actively contribute to this campaign’s “viral spread.”)

The campaign could be a case study in social marketing.

But, this time, I’m mostly thinking about gender.

Simply put, I think that this campaign would fare rather badly in Quebec because of its use of culturally inappropriate gender stereotypes.

As I write this post, I receive feedback from Swedish ethnomusicologist Maria Ljungdahl who shares some insight about gender stereotypes. As Maria says, the stereotypes in this ad are “global.” But my sense is that these “global stereotypes” are not that compatible with local culture, at least among Québécois (French-speaking Quebeckers).

See, as a Québécois born and raised as a (male) feminist, I tend to be quite gender-conscious. I might even say that my gender awareness may be somewhat above the Québécois average and gender relationships are frequently used in definitions of Québécois identity.

In Québécois media, advertising campaigns portraying men as naïve and subservient have frequently been discussed. Ten or so years ago, these portrayals were a hot topic (searches for Brault & Martineau, Tim Hortons, and Un gars, une fille should eventually lead to appropriate evidence). Current advertising campaigns seem to me more subtle in terms of male figures, but careful analysis would be warranted as discussions of those portrayals are more infrequent than they have been in the past.

That video and campaign are, to me, very US-specific. Because I spent a significant amount of time in Indiana, Massachusetts, and Texas, my initial reaction while watching the video had more to do with being glad that it wasn’t the typical macrobrewery-style sexist ad. This reaction also has to do with the context for my watching that video as I was unclear as to the gender perspective of the friend who sent me the link (a male homebrewer from the MidWest currently living in Texas).

By the end of the video, however, I reverted to my Québécois sensibility. I also reacted to the obvious commercialism, partly because one of my students has been working on engagement rings in our material culture course.

But my main issue was with the presumed insensitivity of men.

Granted, part of this is personal. I define myself as a “sweet and tendre man” and I’m quite happy about my degree of sensitivity, which may in fact be slightly higher than average, even among Québécois. But my hunch is that this presumption of male insensitivity may not have very positive effects on the perception of such a campaign. Québécois watching this video may not groan but they may not find it that funny either.

There’s a generational component involved and, partly because of a discussion of writing styles in a generational perspective, I have been thinking about “generations” as a useful model for explaining cultural diversity to non-ethnographers.

See, such perceived generational groups as “Baby Boomers” and “Generation X” need not be defined as monolithic, monadic, bounded entities and they have none of the problems associated with notions of “ethnicity” in the general public. “Generations” aren’t “faraway tribes” nor do they imply complete isolation. Some people may tend to use “generational” labels in such terms that they appear clearly defined (“Baby Boomers are those individuals born between such and such years”). And there is some confusion between this use of “historical generations” and what the concept of “generation” means in, say, the study of kinship systems. But it’s still relatively easy to get people to think about generations in cultural terms: they’re not “different cultures” but they still seem to be “culturally different.”

Going back to gender… The JC Penney marketing campaign visibly lumps together people of different ages. The notion seems to be that doghouse-worthy male insensitivity isn’t age-specific or related to inexperience. The one man who was able to leave the doghouse based on his purchase of diamonds is relatively “age-neutral” as he doesn’t really seem to represent a given age. Because this attempt at crossing age divisions seems so obvious, I would assume that it came in the context of perceived differences in gender relationships. Using the logic of those who perceive the second part of the 20th Century as a period of social emancipation, one might presume that younger men are less insensitive than older men (who were “brought up” in a cultural context which was “still sexist”). If there are wide differences in the degree of sensitivity of men of different ages, a campaign aiming at a broad age range needs to diminish the importance of these differences. “The joke needs to be funny to men of all ages.”

The Quebec context is, I think, different. While we do perceive the second part of the 20th Century (and, especially, the 1970s) as a period of social emancipation (known as the “Quiet Revolution” or «Révolution Tranquille»), the degree of sensitivity to gender issues appears to be relatively level, across the population. At a certain point in time, one might have argued that older men were still insensitive (at the same time as divorcées in their forties might have been regarded as very assertive) but it seems difficult to make such a distinction in the current context.

All this to say that the JC Penney commercial is culturally inappropriate for Québécois society? Not quite. Though the example I used was this JC Penney campaign, I’m thinking about broader contexts for Québécois identity (for a variety of personal reasons, including the fact that I have been back in Québec for several months, now).

My claim is…

Ethnographic field research would go a long way to unearth culturally appropriate categories which might eventually help marketers cater to Québécois.

Of course, the agency which produced that JC Penney ad (Saatchi & Saatchi) was targeting the US market (JC Penney doesn’t have locations in Quebec) and I received the link through a friend in the US. But it was an interesting opportunity for me to think and write about a few issues related to the cultural specificity of gender stereotypes.

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And We’re Still Lecturing

Forty years ago this month, students in Paris started a movement of protests and strikes. May ’68.

Among French-speakers, the events are remembered as the onset of a cultural revolution of sorts (with both negative and positive connotations). As we reached the 40 year anniversary of those events, some journalists and commentators have looked back at the social changes associated with the Paris student revolts of May, 1968.

The May ’68 movement also had some pedagogical bases. Preparing an online course, these days, I get to think about learning. And to care about students.

As I was yet to be born at the time, May ’68 resonates more for generational reasons than pedagogical ones. But a Montreal journalist who observed some of those events 40 years ago has been talking about what she perceived as irrationality surrounding such issues as abolishing lecture-based courses («cours magistraux»).

This journalist’s reaction and a cursory comparison of the present situation with what I’ve heard of pre-1968 teaching both lead me on a reflection path about learning. Especially in terms of lecturing.

As a social constructivist, I have no passion for “straight lectures.” On occasion, I bemoan the fact that lecturing is (still) the primary teaching mode in many parts of the world. The pedagogical ideas forcefully proposed more than a generation ago are apparently not prevalent in most mainstream educational systems.

What happened?

This is an especially difficult question for an idealist like me. We wish for change. Change happens. Then, some time later, changes have been reversed. Maybe more progressively. But, it seems, inexorably.

Sisyphean. Or, maybe, buddhist.

Is it really the way things work?

Possibly. But I prefer to maintain my idealism.

So… Before I was born, some baby-booming students in Paris revolted against teaching practises. We still talk about it. Nowadays, these teaching practises against which students revolted are apparently quite common in Paris universities. As they are in many other parts of the world. But not exactly everywhere.

Online learning appears more compatible with teaching methods inspired by social constructivism (and constructionism) than with “straight lecturing.” My idealism for alternative learning methods is fed partly by online learning.

Online lectures are possible. Yet the very structure of online communication implies some freedoms in the way lecture attendees approach these “teachings.”

At the very least, online lectures make few requirements in terms of space. Technically, a student could be watching online lectures while laying down on a beach. Beaches sound like a radically different context from the large lecture halls out of which some ’68ers decided to “take to the streets.”

Contrary to classroom lectures, online lectures may allow time-shifting. In some cases, prerecorded lectures (or podcasts) may be paused, rewinded, fastforwarded, etc. Learning for the TiVo generation?

Online lectures also make painfully obvious the problems with straight lecturing. The rigid hierarchy. Students’ relative facelessness. The lack of interactivity. The content focus. All these work well for “rote learning.” But there are other ways to learn.

Not that memorization plays no part in learning or that there is no value in the “retention of [a text’s] core information” (Schaefer 2008: xxi). It’s just that… Many of us perceive learning to be more than brain-stuffing.

As should be obvious from my tone and previous posts, I count myself as one of those who perceive lectures to be too restrictive. Oh, sure, I’ve lectured to large and medium-sized classrooms. In fact, I even enjoy lecturing when I get to do it. And I fully realize that there are many possible approaches to teaching. In fact, my observation is that teaching methods are most effective when they are adapted to a specific situation, not when they follow some set of general principles. In this context, lecturing may work well when “lecturer and lecturees are in sync.” When students and teacher are “on the same page,” lectures can be intellectually stimulating, thought-provoking, challenging, useful. Conversely, alternative teaching methods can have disastrous consequences when they are applied haphazardly by people who were trained with “straight lecturing” in mind. In fact, my perception is that many issues with Quebec’s most recent education reform (the “competency based program” about which Quebec parents have been quite vocal) are associated with the indiscriminate application of constructivist/constructionist principles to all learning contexts in the province. IMHO, a more flexible application of the program coupled with considerate teacher training might have prevented several of the problems which plagued Quebec’s reform.

Unlike ’68ers, I don’t want to abolish lectures. I just hope we can adopt a diversity of methods in diverse contexts.

Back in 1968, my father was a student of Jean Piaget, in Geneva. Many of Piaget’s ideas about learning were quite compatible with what Parisian students were clamoring for.

Beyond the shameless name-dropping, my mentioning Piaget relates to something I perceive as formative. Both in my educational and in my personal lives. My mother had much more of an impact on my life. But my father supplied me with something of the Piaget spirit. And this spirit is found in different places. Including online.

The compatibility between online learning and lecture-less teaching methods seems to be a topic for frequent discussions among eLearning circles including LearnHubNing, and the Moodle community. Not that online technology determines pedagogical methods. But the “fit” of online technology with different approaches to learning and teaching is the stuff constructionist teachers’ dreams are made of.

One dimension of the “fit” is in terms of flexibility. Online, learners may (and are sometimes forced to) empower themselves using personal methods. Not that learners are left to their own devices. But the Internet is big and “wild” enough to encourage survival strategies in learning contexts. Perhaps more than the lecture hall, the online world makes critical thinking vital. And critical thinking may lead to creative and innovative solutions.
Another dimension to the fit, and one which may be more trivial than some EdTech enthusiasts seem to assume, is the “level of interactivity” afforded diverse online tools. You know, the Flash-based or other learning objects which should make learning fun and effective. I personally like the dancing mice a lot. But my impression is that these cool tools require too much effort for their possible learning outcomes. I do, however, have high hopes for the kind of interactivity common to the “social platform” sometimes known (perhaps abusively) as “Web 2.0.” Putting things online is definitely not a panacea for adequate pedagogical practise. And while “School 2.0” is an interesting concept, the buzzwordiness of some of these concepts makes me take pause. But, clearly, some students are using adequate learning strategies through the interactive character of online communication.

As I’ll be teaching online for several weeks, I’ll surely have many other things to say about these learning issues in a pseudo-historical context. In the meantime, I assume that this blogpost may bring me some thoughtful comments. 😉


Customer Service on the Phone: Netflix

An interesting piece about the move, by Netflix, to phone-only customer service.
Victory for voices over keystrokes | CNET News.com

Much of it sounds very obvious. Customers tend to prefer phone support instead of email. Customer service representatives who take more time on the phone with customers are more likely to make people happy. Many customers dislike offshoring. Customer service can make or break some corporations. Customers often have outlandish requests. Hourly salaries in call centres will vary greatly from one place to the other, even within the same area.

In other words, Netflix has done what many people think a company should do. We’ll see how it all pans out in the end.

The main reason this piece caught my attention is that I have been doing surveys (over the phone) about the quality of the service provided by customer service representatives over the phone. Not only am I working in a call centre myself (and can certainly relate with the job satisfaction which comes from empathy). But several of the surveys I do are precisely about the points made in this News.com piece. The majority of the surveys I do are about the quality of the service provided by customer service representatives (CSRs) at incoming call centres for a big corporation. So I hear a lot about CSRs and what they do well. Or not so well. One answer I’ve been hearing on occasion was “I’d appreciate it if I could talk to people who are a bit less courteous but who know more about the services the company is providing.” After interactions with several CSRs and tech support people, I can relate with this experience on a personal level.

The general pattern is that people do prefer it if they can speak directly (over the phone) with a human being who speaks their native language very fluently and are able to spend as much time as it takes with them on the phone. Most people seem to believe that it is important to be able to speak to someone instead of dealing with the issue in an “impersonal” manner.

Sounds obvious. And it probably is obvious to many executives, when they talk about customer service. So email support, outsourcing, offshoring, time limits on customer service, and low wages given to customer service representatives are all perceived by customers as cost-cutting measures.

But there’s something else.

We need the “chunky spaghetti sauce” of customer service. Yes, this is also very obvious. But it seems that some people draw awkward conclusions from it. It’s not really about niche marketing. It’s not exactly about customer choice or even freedom. It’s about diversity.

As an anthropologist, I cherish human diversity. Think of the need for biological diversity on the level of species but through the cultural, linguistic, and biological dimensions of one subspecies (Homo sapiens sapiens).
Yes, we’re all the same. Yes, we’re all different. But looking at human diversity for a while, you begin to notice patterns. Some of these patterns can be described as “profiles.” Other patterns are more subtle, harder to describe. But really not that difficult to understand.

The relationships between age and technology use, for instance. The common idea is that the younger you are, the more likely you are to be “into technology.” “It’s a generation thing, you know. Kids these days, they’re into HyPods and MikeSpaces, and Nit’n’do-wee. I’m too old to know anything about these things.”

Yeah, right.

All the while, some children are struggling with different pieces of technology forced unto them and some retirees are sending each other elaborate PowerPoint files to younger people who are too busy to look at them.

To go back to customer service on the phone. Some people are quite vocal about their preference for interactions with “real human beings” who speak their native language and are able to understand them. Other people would actually prefer it if they could just fire off a message somewhere and not have to spend any time on the phone. On several occasions having to do with customer service, I do prefer email exchanges over phone interactions. But I realize that I’m probably in the minority.

Many people in fact deal with different situations in different ways.

One paragraph I personally find quite surprising in the News.com piece is about the decision to not only strengthen the phone-based support but to, in effect, abolish email support:

Netflix’s decision to eliminate the e-mail feature was made after a great deal of research, Osier said. He looked at two other companies with reputations for superb phone-based customer service, Southwest Airlines and American Express, and saw that customers preferred human interaction over e-mail messages.

Sounds like a knee-jerk reaction to me. (It’d be fun to read the research report!) I’m pretty sure that most business schools advise future executives against knee-jerk reactions.

One thing which surprises me about the Netflix move is that, contrary to Southwest Airlines and American Express, the Netflix business is primarily based on online communication and postal services. My hunch is that a significant number of Netflix users are people who enjoy the convenience of one-click movie rentals without any need to interact with a person. Not that Netflix users dislike other human beings but they may prefer dealing with other human beings on other levels. If my hunch is accurate to any degree, chances are that these same people also enjoy it when they can solve an issue with their account through a single email or, better yet, a single click. For instance, someone might like the option of simply clicking a button on the Netflix website to put their rental queue on hold. And it might be quite useful to receive an email confirmation of a “Damaged Disc Report” (SRC: DISCPROBLEM) instead of having to rely on a confirmation number given on the phone by a friendly CSR in Oregon or, say, Moncton.

Yes, I’m referring to the specific instances of my interactions with Netflix. While I’d certainly appreciate the opportunity to speak with friendly French-speaking CSRs when I have problems with plane tickets or credit cards, I like the fact that I can deal with Netflix online (and through free postal mail). Call me crazy all you want. I’m one of those Netflix customers who find it convenient to deal with the company through those means. After all, Netflix is unlikely to have such an influence on my life that I would enjoy spending as much as ten minutes on the phone with friendly Oregonians.

As an ethnographer, I have not, in fact, observed Netflix to any significant extent. I’m just a random customer and, as it so happens, my wife is the one who is getting rentals from them. What little I know about the Netflix business model is limited to discussions about it on tech-related podcasts. And I do understand that Blockbuster is their direct target.

Yet it seems to me that one of the main reasons Netflix has/had been succeeding is that they went into relatively uncharted territory and tapped into a specific market (mixed analogies are fun). Even now, Netflix has advantages over “traditional” DVD rental companies including Blockbuster the same way that Amazon has advantages over Barnes and Noble. It seems to me that Amazon is not actively trying to become the next Barnes and Noble. AFAIK, Amazon is not even trying to become the next Wal-Mart (although it has partnered with Target).

Why should Netflix try to beat Blockbusters?

What does this all mean for corporate America?


IT and Classrooms

Two sections of the current episode of Télé-Québec’s Méchant Contraste! social issues television show are on information technology in classrooms:

Instead of a debate on whether or not technology literacy is important for young Quebeckers, the show presents articulate comments on the apparent lack of training in computer and information technologies in the Quebec educational system. Perhaps most interesting, the ideas revolve mostly around what should be done to help teachers adapt to new situations. Instead of “throwing money at the problem,” the idea here is to adopt a clear vision of what technology may do to help both students and teachers enhance learning and teaching strategies.

Of course, as a technology enthusiast, I’m specifically biased. But I do notice a disconnect between the “school administration” side of the equation (whether working in a high school or a university) and the learning/teaching community on the other side. IMHO, adopting technologies in the classroom isn’t a matter of dazzling students with technical proficiency. It’s about finding the most appropriate tools for the tasks that we set out to accomplish.

Perhaps a detail but one worth mentioning: schools still seem to give courses on specific software packages, as they did a number of years ago. Such a strategy is, IMHO, ill-advised because (as explained in this show) students are probably more adept than teachers with most of these tools. But, more importantly, what students should get is a way to connect tools with aspects of learning. Yup, the good ol’ “learning how to learn” idea, applied to a domain where the characteristics of the learning tools are less important than the principles of learning. In other words, training high school students to use Microsoft Office Powerpoint 2007 is much less efficient than helping students at any age understand the principles behind information processing and software-mediated presentations. Having fun with the software is a good way to go, with many students, but concepts and methods shouldn’t be tied to a specific piece of software.

Anyhoo…


Plagiarism in a New Era (Quick Notes)

BBC NEWS | UK | Education | Net students ‘think copying OK’:
extremely important to cite
individual property on thoughts
getting tenure from publication
bringing ideas together isn’t research?
information overload
data is cheap
asking students to redo what has been done
students encouraged to copy (with or without credit) from specific sources
Wikipedia
“Google generation”
mix and match
plagiarism was ok
credit vs. IP
teaching citation