Dual cultural attitude behaviour of Gen Z consumers to ethical fashion
Bibliographic record
Abstract
Background scientific research: Fast fashion and its impact on consumerism has been investigated in extensively in the last decade (Buzzo & Abreu, 2018; Binet et al., 2018; Strähle & Erhardt, 2016). Heatable (2022) and Omondi (2022) recognise that globally the fashion industry is the fourth most polluting. This has resulted in raised social awareness of its environmental impact and unethical practices, which in turn has resulted in demand for sustainable products, ethical consumption and attitude changes (Kudeshia & Kumar, 2017). However, awareness still does not translate into action, causing a gap between consumers’ attitudes toward sustainable fashion, their actual fashion choices (Roozen et al., 2021) and consumption behaviour (Joergens, 2006). Despite consumers' willingness to support environmentalism and make ethical purchasing decisions, they are often under pressure to choose between sustainable products or more affordable and accessible alternatives (Roozen et al., 2021). Both Spanish and Scottish customers are affected by the fast fashion culture. The UK of which Scotland is part, is recognised to have one of the highest apparel and footwear consumer markets. Simultaneously, among all fashion companies in Spain, fifteen of the top retailers are fast fashion brands including Spanish Inditex Group, the leading fast-fashion company in Europe. However, due to the personal values and impact of culture, consumers demonstrate different attitudes towards fashion and values representing their purchasing decisions. Culture has been identified as a factor influencing ethical involvement (Polonsky et al., 2001; Carey & Cervellon, 2014), there are discrepancies as to the dimension of its significance. Polonsky et al. (2001), when investigating eight European countries, including Scotland, did not find relevant differences in perception of ethical consumer behaviour, while Carey & Cervellon (2014) demonstrated a disproportion in attitude towards sustainable fashion between participants from the United Kingdom, France, and Canada. According to Carey & Cervellon's (2014) findings, the higher price of ethical fashion as a result of a higher quality and cost of materials was negatively perceived in the UK, while in France, those features were perceived as redemption for anti-ethical behaviour, like causing atmospheric pollution when using vehicles, skipping recycling or purchasing counterfeit goods. Furthermore, the UK participants tended to assume in advance that ethical fashion is just inherently expensive, and they were unwilling to pay a premium price or further engage in a brand (Carey & Cervellon, 2014). <br/><br/>Research issue to be addressed: This exploratory and comparative research investigates cultural differences of Scottish and Spanish Gen Z consumers to ethical fashion consumption.<br/><br/>Methodology used: An online survey using snowball sampling techniques as a means of dissemination was implemented with Gen Z consumers in Scotland and Spain (defined as born between 1997 and 2006 (above 16 years old) for the purpose of this research). The questionnaire examined buying habits, values sought, ethical relevance when purchasing fashion. A total of 72 (36 Scottish and 36 Spanish) valid responses were obtained. Descriptive analysis and extended statistical analysis of T-tests to observe comparisons on buying habits, economic factors and ethical considerations of purchase behaviour. <br/><br/>Results achieved (conclusions) or expected as well as their relevance for theory and practice: It was found that both Scottish and Spanish respondents differ in terms of buying habits and guiding values. Scottish students tend to purchase fashion more often and spend more. Furthermore, they are driven by distinct purposes and product attributes than Spanish students. Additionally, Spanish participants demonstrated a prominent level of ethical concern in terms of the evaluation of their fashion choices. It was found that Spanish Gen Z consumers consider product sustainability when purchasing fashion, care about the production and fabric details of the garments they use and purchase, or consider sustainable labels. When it comes to Scottish students, despite a positive attitude towards ethical fashion, they demonstrate a lower willingness to engage in sustainable brands than their Spanish contemporaries. However, both groups demonstrate negative attitudes; however, Spanish students tend to be more resolute and sterner when it comes to unethical practices. Hence, this study adds to cultural differences of ethical purchase behaviour experienced by Gen Z consumers.<br/>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".