On a side note, I slept really well last night... Is that a good thing? Or is that like when you feel like you did good on a test and really didn't? Anyway, without further a due... my paper :)
Running Head: MEDIA IMPACT
AMERICAN MEDIA IMPACT ON YOUNG WOMEN IN LATIN AMERICAN COUNTRIES
Brandy A. Lee
ORGL 501: Methods of Organizational Research
Dr. Adrian Popa
August 8, 2009
ABSTRACT
For centuries the image of a large, fairly voluptuous woman has been a symbol of health and fertility in Hispanic cultures throughout the continents of North and South America. This is evidenced in everything from sculpture, to fertility goddesses, to paintings, to the woman as she is today. In a country where more has been better, robust women are celebrated. However, time, technology, and the American media are changing this reality, and they may soon re-write the books of what a Hispanic woman is supposed to look like, and the new pressure to conform to what Hispanic women are supposed to look like will do more harm than good, unless their weight loss is a healthy thing.
Movies, music, Internet information, and television are taking these countries by storm with images of not only luxurious lives, but abnormally thin women who appear picture perfect. In a house in Central America, built with plywood paneling and a tin roof, one will find a television even though the people can barely afford to put food on the table. In more urban parts of the Santiago Region in Chile, SA, a passerby will find multiple satellite dishes so the occupants can get “American movies.”
This paper will discuss how American media is affecting the body image of young women ages 16-24 in Mexico City, Mexico, Managua, Nicaragua, and Santiago, Chile. It will address the questions:
1) Do you compare yourself to women you see in the media, namely those from American media?
2) What influences do young women turn to for what defines an acceptable body size?
3) Has American media created a new definition of an acceptable body image in Latin American countries?
The research question guiding of this paper is how: American media has altered the mind-set of young Latin American women in relation to the recent portrayal of a picture-perfect, woman without curves, that most often doesn't exist.
INTRODUCTION
For centuries, the image of a large, fairly obese woman has been a symbol of health and fertility in Hispanic cultures throughout the continents of North and South America (Lewis, 2005). This is evidenced in everything from sculpture, to fertility goddesses, to paintings, to the woman as she is today. In countries where more has been better, women aren’t afraid of being robust. However, time, technology, and the American media are all taking effect on history, and they may soon rewrite the books of what a Hispanic woman is supposed to look like.
Movies, music, Internet information, and television are taking these countries by storm with images of not only luxurious lives, but also women who are abnormally thin and appear to be picture perfect (Lewis, 2005). In a house built with plywood paneling and a tin roof, one will find a television even though the residents can barely afford to put food on the table. In more urban parts of the Santiago Region in Chile, SA, a passerby will find multiple satellite dishes so the occupants can get “American movies.”
Using the Socio-Cultural Tradition, this paper will explore the impact American media is having on body image of young women ages 16-24 in Mexico City, Mexico, Managua, Nicaragua, and Santiago, Chile.. It will address the following research questions:
1) Do you compare yourself to women you see in the media, namely those from American media?
2) What influences do young women turn to for what defines an acceptable body size?
3) Has American media created a new definition of an acceptable body image in Latin American countries?
This research will add to current information that American media has altered the mind-set of young women by portraying a picture-perfect woman without curves, who most often does not exist (Lewis, 2005; Barton, 2006; Bay-Cheng, Zucker, Stewart, & Pomerleau, 2002); Dohnt & Tiggemann, 2006; Encarnacion-Garcia, 2001; McArthur, Holbert, & Pena, 2005). It will also add to limited research about how the American media impacts the body image of young women in Latin American countries.
LITERATURE REVIEW
Femininity is interpreted many ways, such as: body shape, size, and proportions; qualities such as appearance; more specifically voice and complexion; and aspects of how one dresses, accessorizes, and does ones hair (Bay-Cheng, Zucker, Stewart, and Pomerleau, 2002). It’s the picture of self — a body image —that is carried in the mind’s eye, and it goes beyond pounds or inches (Ahmed, 1999). Many of these characteristics and the current glamorization of thinness, however, are only a recent change within the last century (Ahmed, 1999). Taking a step back into time will help people better understand how beauty and attractiveness change over time.
Historically, thin was not always seen as appealing. An examination of artwork throughout history shows quite a different standard of beauty than is seen in 2009. Early paintings and statues show women “with full breasts, curvaceous hips, well developed arms and legs, and large waists with rounded stomachs” (Ahmed, 1999). According to Ahmed, things have started to shift since Victorian times. In the early 1900s, it was the hourglass shape that was in. In the 1950s, it was the full hips and breasts of Marilyn Monroe, which would be considered fat in today’s standards. During the 1970s, there was a shift to a more linear, straight line of fashions. Then in the 80s and 90s the models increasingly became younger and thinner than any time in the past. (Ahmed, 1999).
Historically, the Latino community in particular has viewed a curvier, larger body size as acceptable (Lewis, 2005; Encarnation-Garcia, 2001). Additionally, art has depicted obese women as a sign of health and fertility, where an overly thin woman was seen as “la fea” (ugly). However, studies suggest that any culture or ethnic group where the Western thin ideal is adopted as the standard of beauty can be influenced (Choate, 2005). In Mexico, Central, and South America billboards feature mostly upper class looking, blue-eyed blondes, symbolically linking them with status, and European and/or “Anglo” looking women (Lewis, 2005). Research done in Australia suggests American shows such as Desperate Housewives and other TV soap operas influence how young girls see themselves and make them desperate for a body size few can healthily achieve (Persico, 2005; Dohnt & Tiggemann, 2006). Ahmed states, “Large breasts, narrow hips and no stomach is unattainable by 95% of grown women” (1999).
In Sizing Up the Problem: The Politics of Body Image for Women of Color, Hurst writes about a “strange tribe of slim-hipped white women that has colonized the fashion industry” (1997). She goes on to talk about how white women define desirability, success, and what appropriate dress is for everything (1997). Mexican-born Nina Ruelas struggled with bulimia for 33 years and agrees that, “women of color associate style with power and placement” (Hurst, 1997).
All of this has been portrayed through images in the media (movies, television, music, etc). The average woman in the United States is 5’4” and weighs 142 pounds (Choate). Slate.com reporter Seth Stevenson states that models weigh and average of 23% less than the average woman. Twenty years ago, models only weighed an average of eight percent less (2005). Craig and Bolls write in their paper, Cognitive and Emotional Correlates of Social Comparison And Cognitive Dissonance During Exposure to TV Ads, that while viewing the images, a woman begins to compare herself and when she doesn’t measure up she begins to experience cognitive dissonance (2003; Dohnt & Tiggemann, 2006).
The National Foundation on Media and the Family reports that at age 13, 53% of American girls are “unhappy with their bodies.” This jumps to 78% by the time the girls become 17 years old. Teens that watched soaps and TV shows that emphasized the ideal body type reported a higher sense of body dissatisfaction. Also the reading of magazines for teen girls or women, and identification with television stars, models, or athletes were all positively correlated with body dissatisfaction (2002; Prabu, Cortese, & Liu, 2003).
Studies done in the 2000s show a larger influence of media on body dissatisfaction than from the 1990s. Grabe & Hyde have revealed that it does not matter what type of media exposure these women get, if the image is appearance-focused, it’s going to affect them (2008; Prabu, Cortese, & Liu, 2003). It has been shown that this can adversely affect a woman’s quality of life, because of the amount of money, time, and energy spent on beauty enhancement, which can restrict her from developing other aspects of her identity (Choate, 2005). There is also the factor of vulnerable women, who are influenced more by the thin media portrayals than others (Prabu, Cortese, & Liu, 2003).
The Socio-Cultural Tradition is based on the premise that as people talk, they produce and reproduce culture (Griffin, 2006). This tradition bridges the gap between us and them when perceptual worlds collide (Griffin, 2006). Researchers contend that body image issues stem from messages conveyed by various forces such as “cultural milieu, personal interactions, religious beliefs, print and film media, and social expectations” (McArthur, Holbert, & Pena, 2005). It is assumed the media plays a leading role in setting “the normative standards for thinness, attractiveness, and beauty” (Prabu, Cortese, & Liu, 2003; Dohnt & Tiggemann, 2006).
Research in the area of the impact media has had on body image has focused mainly on Caucasian females. In their study Linking Femininity, Weight Concern, and Mental Health Among Latin, Black, and White Women, Bay-Cheng, Zucker, Stewart, and Pomerleau address this oversight. They found, “At the bivariate level, embodied femininity, weight concern, and depressive symptomatology were positively intercorrelated among Latina respondents” (36).
Furthermore, in Sociocultural Differences in Eating Disordered Behaviors and Body Image Perception: A Comparison between Puerto Rican and American College Women, Encarnation-Garcia only makes a comparison between American and Puerto Rican women and eating disorders. There is no mention of the impact of media on these decisions. However, it does highlight that, “Risk factors for eating disorders are greater among minority females who are younger, heavier, better educated, and more identified with American, middle-class values (Encarnation-Garcia, 2001). Choate’s statement that anyone who has contact with Western media will be impacted is therefore bolstered. Encarnation-Garcia adds that this exposure may lead to the development of pathological eating attitudes and abnormal eating behaviors (2001).
IMPORTANCE OF STUDY
Given the growing influence of American media in Latin American countries, it is a given that there will be an influence on how young women see themselves in comparison to Hollywood (Choate, 2005, Encarnation-Garcia, 2001). Previous studies have only examined a cross-cultural comparison of eating disorders and body image perception. While there is a fair amount of similar studies, there is no current research examining how American media is impacting body image satisfaction of young Latin American women.
This research seeks to bring to light new information on how media impacts body image satisfaction and susceptibility to eating disorders. It will examine how young Latina women straddle the line between a culture of hearty meals and Anglo images of the thin ideal so prominently placed across television, billboards, magazines, and throughout the music industry (Molinary, 2007).
PURPOSE OF STUDY
The purpose of this study is to use an exploratory research process to discover indicators that exist between American media and young Latin American women ages 16-24 in three Latin American countries, to determine what factors contribute to a negative body image in a culture where historically a voluptuous woman has been accepted as an ideal body image. It is believed that any culture that has been touched by Western media will develop a higher rate of body satisfaction (Choate, 2005). The information obtained in this study is intended to inform the reader of the impact American media is having on young Latin American women and their body image satisfaction.
There are no empirical studies that specifically address concerns of the affects of American media on young Latin American women. Some studies have produced examples of possible indicators for other races that could be generally applied to Latin Americans. Information gained from research in the African American community shows mixed responses of body image resiliency and negative affects on body image. There are also studies that have been done that show overexposure to American media in many cultures leads to eating disorders. All of these help to give some insight into different ways the American media affects young women, but not particularly Latin Americans.
RESEARCH METHOD
PROCEDURE
An exploratory research study will be used in order to generate a hypothesis about American media and whether or not it has an impact on young Latin American women ages 16-24 in three Latin American countries (Mexico City, Mexico, Managua, Nicaragua, and Santiago, Chile). This study will begin with the creation of a survey. The survey, as well as calculated results, will be administered through SurveyMonkey.com. The sample group will have 1,500 women, 500 women from Mexico City, Mexico, Managua, Nicaragua, and Santiago, Chile who will take the survey.
An electronic survey will help to alleviate one of the challenges of this research design, which is the large geographic area. Contact will be made with schools and universities to identify classes that will be asked to participate in this study. One of the advantages of the survey is its confidentiality — therefore encouraging more honest answers.
Each group will be invited to take the same survey (see Appendix A) as a means to gather information about related variables and their participation in different kinds of media, as well as how they view themselves and what influences their self-image. Questions one through 20 are designed to gain an understanding of how young women feel about themselves, dieting, eating disorders, and influences of pressure through media. The next 20 questions are designed to obtain information about media interaction and time spent with each of them. The final eight questions are demographic questions. The intent of the survey is to identify the impact American media is having on young Latin American women, and how it affects their attitudes and behaviors.
Due to the unavailability of a previous research tool encompassing the entire nature of this study, a questionnaire has been developed to assess the areas outlined above (see appendix A for questionnaire). The pre-test of this study will be conducted using a systematic sampling of young Latin American women in Weber School District, and at Weber State University in Utah.
This method was chosen to limit the number of participants in the pre-test section of the survey, which will have 500 women in the sample. This part of the survey will take place toward the end of the school year in during the month of April. Consent letters for those who are younger than 18 will be distributed at school in March.
Students will be delivered a letter to invite them to participate in the online survey while at school. Because the survey is accessible online, students will be able to take it any time during the test month of April allowing for greater convenience and fewer distractions. The students will receive their login information through the letter to help eliminate contamination of the sample.
SAMPLE
In this study, a convenience sample will be utilized. Convenience sampling is used in exploratory research where a researcher is interested in getting an inexpensive approximation of the truth. As the name implies, the sample is selected because they are convenient. This non-probability method is often used during preliminary research efforts to get a gross estimate of the results, without incurring the cost or time required to select a random sample. This method is the most appropriate given the broad demographics of the study, as well as knowledge of these three areas.
Young Latin American women ages 16-24 living in Mexico City, Mexico, Managua, Nicaragua, and Santiago, Chile will be the population used in the research. Participants at schools will be chosen and classified as the stratum to statistically sample. The size of the stratum is approximately 500 students from each country in order to compare and contrast the information gathered. These three countries will provide a representative sample of Latin America, since their geographic locations span the regions from northern, central, and southern Latin America.
The literature review for this study contains little evidence to support the assumed impact American media has on young Latin American women. There are studies aimed at various other races, such as African-American, Asian, and Caucasian women. It remains undetermined as to why studies have not focused on Latin Americans. The findings of this study will assist in developing a hypothesis that can be tested at a later time. Each group of 500 women will be asked to complete a survey of 39 questions (see appendix A for procedure).
INSTRUMENTATION
The online survey will consist of questions that address the research topic and explore other relevant information. The intention of the questions will be to find indicators related not only to the research question, but addressing the impact American media is having on Latin American populations, and their behaviors and attitudes outside of the United States. General questions to be researched are:
1) Do young Latin American women compare themselves to women they see in the media, namely those from American media?
2) What influences do young women turn to for what defines an acceptable body size?
3) Has American media created a new definition for an acceptable body image in Latin American countries?
An online survey will offer students the greatest amount of anonymity and the greatest degree of privacy so they can participate honestly. Students will have the opportunity to complete the survey on their own time and in an environment where they feel secure. In “Research Methods in Social Relations” (Hoyle, Harris, & Judd, 2002, p. 98-99) offers these advantages to this type of survey:
1. “Low-cost is the primary advantage… whether they are mailed, administered to small groups of respondents in a designated room, or distributed in other ways.
2. “The avoidance of potential interviewer bias. Research has shown that the way an interviewer asks questions and even the interviewer’s general appearance or vocal qualities can influence respondents’ answers.
3. “When… questionnaires are distributed by mail, or some other means (e.g., the Web) given to respondents to complete as time allows, there is less pressure for an immediate response.
4. Gives “respondents a greater feeling of anonymity and therefore encouraging open responses to sensitive questions.”
This survey will seek to gather a representative sample about related variables and the impact of American media. Questions one through 20 are designed to gain an understanding of how each young woman feels about herself, dieting, eating disorders, and influences of pressure. The following 11 questions are designed to obtain information about media interaction and time spent with each of them. The final eight questions are demographic questions. Many of the questions in the survey will be assessed using a Likert scale; a summated scale, with a measurement rating to match the type of question asked of the respondent; 1-5, 1-7, etc. The Likert scale is a widely accepted and well-used method in measuring social science research and has been used in the measurement of adolescent population data.
Professors in each city will be contacted using known resources in each country. At the given time the research is to be performed, they will be asked to distribute the information to students at the beginning of class. The information will include the Web site, login information, information about the survey, and instructions for completing it. Participants will have the opportunity to log in to the survey, complete it, and submit in less than 30 minutes. Information will be tabulated electronically and returned directly to me, allowing me to collect the information as it comes in.
The proposed Web site to be used for the electronic survey is SurveyMonkey.com. It is user-friendly and it has the ability to calculate responses in various ways. Because the survey will be comprised of high school and university students, ranging in age from 16 to 24, they will be familiar with computers. Access to computers will be available either through the school, computers at home, or local Internet cafes.
VALIDITY
Validity refers to “the extent to which a measure reflects only the desired construct without contamination from other systematically varying constructs” (Hoyle, Harris & Judd, 2002, p. 83). The fewer the number of systematic errors, those errors that have the potential to distort the study’s conclusions, the higher the validity of the study (p. 81). There are three components to validity when looking at a research project: construct validity, internal validity, and external validity. The following sections will discuss them with respect to the research study.
Construct Validity
Construct validity refers to the extent of which “both the independent and dependent variables accurately reflect or measure the constructs of interest (Hoyle, Harris & Judd, 2002, p. 32). In this case, the objective of the research study is to assess the impact of American media on young Latin American women ages 16-24. While the survey designed for this research study appears to be an effective way to measure the research questions at hand, it may be impossible to say if this is truly valid.
Potentially there may be constructs of disinterest, or things we would rather not measure. There is also potential for random errors of measurement. For instance, there is a possibility of a mis-click on the survey, or the participant may not be feeling well that day. Because a student may not be feeling well the day of the study, it may impact how they see themselves. To mitigate this issue, the instructions will ask that they take the survey on a day they are feeling well and healthy.
Internal Validity
Internal validity refers to “the extent to which we can infer causal connections from an association between two variables” (Hoyle, Harris & Judd, 2002, p. 35-36). Such causal inference is possible only by conducting a randomized experiment, with random assignment of the independent variable, to prevent threats to internal validity (Hoyle, Harris & Judd, 2002, p. 40). Hoyle, Harris, and Judd (2002) state, “The chief strength of randomized experiments is their internal validity, which is accomplished through the researcher’s assumption of control over the independent variables in the design” (p. 38).
However, experimental methods involving people could not be conducted using randomized experiments. “… Most studies of people in organizations are not randomized experiments. Instead, most are ‘static group comparisons.’ That is, they involve comparing two different groups that are known to differ in regard to the variables of interest” (Vacha, 2007, p. 9).
The experimental design of this research study will deal with individual difference variables. Because of the convenience sampling, the research will not be 100 percent randomized. However, no prior knowledge will be had of the school, or its students, and thereby not threatening the internal validity. The pre-test will also help to catch threats before the final experiment.
Because the survey will need to be translated, assistance will be needed from persons who are familiar with the language nuances in those countries. The pre-test will also help to mitigate this issue, catching grammatical issues and other things that might come up. This will help to further establish the validity of the survey and its results.
External Validity
External validity refers to “the extent to which one can generalize the results of the research to the populations and settings of interest in the hypothesis” (Hoyle, Harris & Judd, 2002, p. 33). In this research, using a sample of populations from Mexico, Nicaragua, and Chile has external validity strengths. Because the three countries span across all the Latin American countries North, Central, and South American continents it will be easier to generalize the results of the research. However, the external validity is limited to the capital cities of those countries, and therefore may not represent those who live in significantly poorer cities in those countries. It will also be limited to those persons who are in school, thus excluding those who are either not seeking further education or who have dropped out of school.
RELIABILITY
Reliability refers to the extent to which “a measure is defined as the extent to which it is free from random error” (Hoyle, Harris & Judd, 2002, p. 83). As previously stated, validity refers to “the extent to which a measure reflects only the desired construct without contamination from other systematically varying constructs” (p. 83). Therefore, reliability is a prerequisite to validity.
Hoyle, Harris & Judd (2002) note three important influences on reliability. First, longer measures are more reliable than shorter ones. Second, a larger range of variation among participants in the survey leads to higher reliability. This will add to reliable distinctions to be made in the research study. Lastly, freedom from distractions, misunderstandings, etc. will help decrease a person’s tendencies to make random errors (Hoyle, Harris & Judd, 2002, p. 85).
This study will be strong in reliability because of the large population base that will be studied, thus allowing for better casual connections to be made. It also spans all of the Latin American countries south of the United States, thereby giving a good relation of how American media is influencing populations of young Latin American women across a well-defined demographic span. Additionally, the ability to take the study in a non-threatening environment will help alleviate a persons’ distractions and thus minimizing random errors caused by distractions, misunderstandings, etc.
ETHICS
The concluding consideration of the design of this research study is a discussion on ethics, since when conducting research with human participants, it is essential to protect their rights, safety, and dignity (Hoyle, Harris & Judd, 2002, p. 70). This project will involve women ranging in age from 16 to 24, and therefore may cause some concerns for those who are under the age of 18. However, in Latin American countries people are adults at the age of 16 by law, so parental consents will not be an issue of concern. However, consent letters will need to be sent to participants in the pre-test group.
The main ethical issue addressed in this research design includes confidentiality of the persons who are participating. Confidentiality of testing results will be communicated to the students in the introduction, with testing results being secured and viewed only by the researcher. The results, however, will potentially be shared with the larger public. Because the measurement procedure involves an online survey, anonymity will not be difficult to establish. By using this method the researcher will not be able to identify the persons involved.
The three ethical principles underlying federal regulations are respect for persons, beneficence, and justice (Hoyle, Harris & Judd, 2002, p. 48), which are discussed in the subsequent sections within the context of organizational research.
Respect
“Respect for persons incorporates at least two ethical convictions: first, that individuals should be treated as autonomous agents, and second, that persons with diminished autonomy are entitled to protection” (Hoyle, Harris & Judd, 2002, p. 48). Thus, all research participants should have the right to choose whether they want to participate in the study or not, without any adverse consequences for non-participation.
This research project addresses these two issues by inviting those who are eligible to participate, and it is clearly stated in the introduction to all participants that their involvement is completely voluntary. In addition, to ensure that people in the study have participated of their own free will and choice, an informed consent form can be created to accompany each online survey. One draw back to this process is that in order to get true “informed” consent, the full detail of the purpose of the study would need to be disclosed to participants prior to gathering feedback (Hoyle, Harris & Judd, 2002, p. 48). This could have a negative impact on the reliability of the data collected from the study. The risks versus benefits of obtaining informed consent would need to be weighed before that level of detail was shared with study participants.
Ideally, participants will be given information about the general nature of the research in the introduction, and avoiding active deception, they will not be given precise behaviors or the hypothesis before the research study to prevent demand characteristics or expectancy effects from contaminating the validity of the study (Hoyle, Harris & Judd, 2002, p. 56). Thus, participants will be subjected to some degree of deception by omission, though it seems unlikely that it would lead them to behave in ways that they would regret doing, and hence probably does not pose a significant ethical problem (Hoyle, Harris & Judd, 2002, p. 57).
Beneficence
In a research context, “the ethical principle of beneficence means that one should net harms one’s participants and that benefits to participants should be maximized while possible harms are minimized” (Hoyle, Harris & Judd, 2002 p. 51). This typically involves a risk-benefit analysis of the research study with respect to potential harm incurred by participants versus the potential benefits accrued by conducting the research (Hoyle, Harris & Judd, 2002, p. 52).
In evaluating this research project, it is clear that minimal harm can come to participants as a result of their participation. However, safeguards have been integrated into the research design to address any sort of potential risk. First, their participation is completely voluntary. Second, their identities are protected because there will be no way to connect specific questionnaire responses with an individual respondent. The topic of the study does not ask them to disclose significant personal information, nor does it ask them to divulge extremely specific information relating to their experiences that will expose them to a certain level of pain or anxiety related to their experience.
While there are some potential risks associated with the design of this project, the design could also lead to participants realizing certain benefits from the data that is gathered. The information that is shared by participants will be used to evaluate the overall affects of American media on a growing population of young Latin American women. Given that there is no current, specific information about this, participants in the research project will have an opportunity to contribute to how American media affects an international audience.
Justice
The study group that is chosen to participate in this research project will be randomly chosen from a group of students in three demographic areas (Mexico City, Mexico, Managua, Nicagragua, and Santiago, Chile). The idea of justice in social science research means that the researcher should not take advantage of overburdened populations simply because they are convenient and available (Hoyle, Harris & Judd, 2002, p. 71). Overburdened populations are populations at a disadvantage, such as the poor, the very sick, or the institutionalized (Hoyle, Harris & Judd, 2002, p. 54). While this study does use a group of students who live in third-world countries, they are not at a significant disadvantage. Students will also be made aware that their willingness to participate in the study will not be a determining factor on their grade in the class they are in.
References
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Bay-Cheng, L., Zucker, A., Stewart, A., & Pomerleau, C. (2002, March 1). Linking Femininity, Weight Concern, and Mental Health among Latina, Black, and White Women. Psychology of Women Quarterly, 26(1), 36-45. (ERIC Document Reproduction Service No. EJ665602) Retrieved July 6, 2009, from ERIC database.
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Encarnacion-Garcia, H. (2001, July 1). Sociocultural Differences in Eating Disordered Behaviors and Body Image Perception: A Comparison between Puerto Rican and American College Women. (ERIC Document Reproduction Service No. ED455355) Retrieved July 6, 2009, from ERIC database.
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Vacha, E. (2007). MOL 501 Lecture #6: Validity and reliability. Retrieved July 15, 2009 from: http://jesuitnet.blackboard.com/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_966_1
APPENDIX A
Impact of Media on Body Image of Young Latin American Women Survey
Thank you for your willingness to participate in this research project. Participation in this survey is completely voluntary. The responses you share will be confidential. The purpose of this project is to determine if American media (television, music, internet, etc.) has an impact on young Latin American women living in Latin American countries. Please complete this survey honestly in order to obtain the most accurate information possible. Your time is appreciated. Thank you!
1. How do you feel about your current weight?
�� 1 – Very overweight
�� 2
�� 3 - Neutral
�� 4
�� 5 – Underweight
2. Have you ever been on a diet to lose or gain weight?
�� Yes
�� No
3. If yes, were you happy with the results?
�� Yes
�� No
�� Not sure
4. How attractive do you currently feel?
�� 1 – Very
�� 2
�� 3 - Neutral
�� 4
�� 5 – Not at all
6. How fit do you currently feel?
�� 1 – Very
�� 2
�� 3 - Neutral
�� 4
�� 5 – Not at all
7. How often do you think about your weight?
�� 1 – Very often
�� 2
�� 3 - Neutral
�� 4
�� 5 – Not at all
8. Do you have an eating disorder? (if no, skip to question 11).
�� Yes
�� No
9. If yes, which one?
�� Anorexia
�� Bulimia
�� Other
�� Doesn’t apply
10. How long have you had an eating disorder?
�� 0-2 years
�� 3-5 years
�� 6-9 years
�� 10+ years
11. How dissatisfied are you feeling about your body shape right now?
�� 1 – Very
�� 2
�� 3 - Neutral
�� 4
�� 5 – Not at all
12. How happy do you currently feel?
�� 1 – Very
�� 2
�� 3 - Neutral
�� 4
�� 5 – Not at all
13. Would changing your body size make you happy?
�� Yes
�� No
�� Not sure
14. What age do you think you became aware of your body image?
�� 6-10
�� 11-15
�� 16-19
�� 20s
�� Unknown
15. Who influences how you feel about yourself? (check as many as apply).
�� Myself
�� Peers
�� Family
�� Media
�� Unknown
16. Rank in order from 1 to 5 who influences you the most.
�� Myself
�� Peers
�� Family
�� Media
�� Unknown
17. Do you feel pressured by media to have a certain body image?
�� 1 – Very
�� 2
�� 3 - Neutral
�� 4
�� 5 – Not at all
18. Do you feel pressured by family to have a certain body image?
�� 1 – Very
�� 2
�� 3 - Neutral
�� 4
�� 5 – Not at all
19. Culturally, what is the ideal woman’s size in your country?
�� Size 0-2
�� Size 3-5
�� Size 6-8
�� Size 9-11
�� Size 12-14
�� Size 15+
20. Do you feel pressured to obtain the culturally ideal body image in your country?
�� 1 – Very
�� 2
�� 3 - Neutral
�� 4
�� 5 – Not at all
INFORMATION ABOUT INTERACTION WITH MEDIA
21. I have a computer at home.
�� Yes
�� No
22. I have Internet access at home.
�� Yes
�� No
23. How many hours per week do you spend online?
�� Less than 5
�� 6-10
�� 11-20
�� 21-30
�� 31-40
�� More than 40
24. I have a television at home.
�� Yes
�� No
25. How much television do you watch?
�� 0-2 hours per week
�� 3-5 hours per week
�� 6-9 hours per week
�� 10-12 hours per week
�� 13-15 hours per week
�� 16-19 hours per week
�� 20 or more hours per week
26. Of that time watching television, how much of it is spent watching English-speaking programs (movies, music videos, etc.)?
�� 0-2 hours per week
�� 3-5 hours per week
�� 6-9 hours per week
�� 10-12 hours per week
�� 13-15 hours per week
�� 16-19 hours per week
�� 20 or more hours per week
27. Of that time watching television, how much of it is spent watching Spanish-speaking programs (movies, music videos, etc.)?
�� 0-2 hours per week
�� 3-5 hours per week
�� 6-9 hours per week
�� 10-12 hours per week
�� 13-15 hours per week
�� 16-19 hours per week
�� 20 or more hours per week
28. How interested are you in television programs made in different countries?
| | 1- Not interested | 2 | 3- Neutral | 4 | 5- Very interested |
| Made in USA | | | | | |
| Made in South America | | | | | |
| Made in other Spanish-speaking countries | | | | | |
29. What English-speaking programs do you watch most frequently? (mark five)
_____ News casts (local, national, and/or international)
_____ Action/adventure
_____ Comedy
_____ Horror
_____ Recent Hollywood movies
_____ Sports/sporting events
_____ Cartoons
_____ Classic Hollywood movies
_____ Domestic telenovelas
_____ Drama
_____ Game shows/contests
_____ Weather
_____ Nature & wildlife
_____ Music videos
_____ Talk shows/interviews
_____ Documentaries
_____ Variety shows
_____ Reality shows
_____ Health & medicine
_____ Music concerts
_____ Science fiction
_____ Science & technology
_____ Business & finance
_____ Fashion & style
_____ International telenovelas
_____ Politics
_____ Cooking
_____ Educational
_____ Home decoration
_____ Theater/concerts/operas
_____ Travel
_____ Home shopping
_____ Religion
30. What Spanish-speaking programs do you watch most frequently? (mark five)
_____ News casts (local, national, and/or international)
_____ Action/adventure
_____ Comedy
_____ Horror
_____ Recent Hollywood movies
_____ Sports/sporting events
_____ Cartoons
_____ Classic Hollywood movies
_____ Domestic telenovelas
_____ Drama
_____ Game shows/contests
_____ Weather
_____ Nature & wildlife
_____ Music videos
_____ Talk shows/interviews
_____ Documentaries
_____ Variety shows
_____ Reality shows
_____ Health & medicine
_____ Music concerts
_____ Science fiction
_____ Science & technology
_____ Business & finance
_____ Fashion & style
_____ International telenovelas
_____ Politics
_____ Cooking
_____ Educational
_____ Home decoration
_____ Theater/concerts/operas
_____ Travel
_____ Home shopping
_____ Religion
31. I have a music playing device at home.
�� Yes
�� No
32. If yes, what kind of device?
�� Radio
�� MP3 / iPod
�� CD player
�� Other
33. How many hours of music do you listen to?
�� 0-2 hours per week
�� 3-5 hours per week
�� 6-9 hours per week
�� 10-12 hours per week
�� 13-15 hours per week
�� 16-19 hours per week
�� 20 or more hours per week
34. Of that time listening to music, how much of it is spent listening to English-speaking music?
�� 0-2 hours per week
�� 3-5 hours per week
�� 6-9 hours per week
�� 10-12 hours per week
�� 13-15 hours per week
�� 16-19 hours per week
�� 20 or more hours per week
35. Of that time listening to music, how much of it is spent listening to Spanish-speaking music?
�� 0-2 hours per week
�� 3-5 hours per week
�� 6-9 hours per week
�� 10-12 hours per week
�� 13-15 hours per week
�� 16-19 hours per week
�� 20 or more hours per week
36. How interested are you in music made in different countries?
| | 1- Not interested | 2 | 3- Neutral | 4 | 5- Very interested |
| Made in USA | | | | | |
| Made in South America | | | | | |
| Made in other Spanish-speaking countries | | | | | |
37. How much time do you spend reading English-speaking magazines and/or newspapers?
�� 0-2 hours per week
�� 3-5 hours per week
�� 6-9 hours per week
�� 10-12 hours per week
�� 13-15 hours per week
�� 16-19 hours per week
�� 20 or more hours per week
38. What kind of English-speaking magazines/newspapers do you read? (mark three)
_____ Fashion & Style
_____ Health & Fitness
_____ Educational
_____ Nature & Wildlife
_____ Business & Finance
_____ Local or National News
_____ Cooking & Nutrition
_____ Religion
_____ Sports
_____ Travel
39. How much time do you spend reading Spanish-speaking magazines and/or newspapers?
�� 0-2 hours per week
�� 3-5 hours per week
�� 6-9 hours per week
�� 10-12 hours per week
�� 13-15 hours per week
�� 16-19 hours per week
�� 20 or more hours per week
40. What kind of Spanish-speaking magazines/newspapers do you read? (mark three)
_____ Fashion & Style
_____ Health & Fitness
_____ Educational
_____ Nature & Wildlife
_____ Business & Finance
_____ Local or National News
_____ Cooking & Nutrition
_____ Religion
_____ Sports
_____ Travel
DEMOGRAPHIC INFORMATION
41. How old are you?
�� 16-17
�� 18-19
�� 20-21
�� 22-23
�� 24
42. How tall are you? __________
43. How much do you weigh?
�� 80-100
�� 101-120
�� 121-140
�� 141-160
�� 161-180
�� 181-200
�� 201-220
�� 221-240
�� 241-260
�� 261-280
44. Where do you live?
�� Santiago, Chile
�� Managua, Nicaragua
�� Mexico City, Mexico
45. Are you in school? (if no, skip to question 47).
�� Yes
�� No
46. If yes, which of the following?
�� High School
�� First-year University
�� Second-year University
�� Third-year University
�� Fourth-year University
47. Are you working?
�� Yes
�� No
48. If yes, which of the following?
�� Full-time (40+ hours per week)
�� Part-time (less that 40 hours per week)
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