guidelines for fgwriting a case study analysis

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GUIDELINES FOR WRITING A CASE STUDY ANALYSIS

A case study analysis requires you to inesti!ate a "usiness #ro"le$% e&a$ine t'e

alternatie solutions% and #ro#ose t'e $ost e(ectie solution usin! su##ortin!

eidence) To see an annotated sa$#le o* a Case Study Analysis% clic+ 'ere)

Preparing the Case

,e*ore you "e!in -ritin!% *ollo- t'ese !uidelines to 'el# you #re#are and

understand t'e case study.

/) Read and examine the case thoroughly

• Ta+e notes% 'i!'li!'t releant *acts% underline +ey #ro"le$s)

0) Focus your analysis

• Identi*y t-o to 1e +ey #ro"le$s

• W'y do t'ey e&ist2

• 3o- do t'ey i$#act t'e or!ani4ation2

• W'o is res#onsi"le *or t'e$2

5) Uncover possible solutions

• Reie- course readin!s% discussions% outside researc'% your

e&#erience)

6) Select the best solution

• Consider stron! su##ortin! eidence% #ros% and cons. is t'is solution

realistic2

Drafting the Case

Once you 'ae !at'ered t'e necessary in*or$ation% a dra*t o* your analysis s'ould

include t'ese sections.

/) Introduction

• Identi*y t'e +ey #ro"le$s and issues in t'e case study)

• For$ulate and include a t'esis state$ent% su$$ari4in! t'e outco$e o*

your analysis in /70 sentences)

0) Bacground

https://awc.ashford.edu/PDFHandouts/Case_Study_Sample_Annotated_08.31.2015.pdf

https://awc.ashford.edu/PDFHandouts/Case_Study_Sample_Annotated_08.31.2015.pdf



• Set t'e scene. "ac+!round in*or$ation% releant *acts% and t'e $ost

i$#ortant issues)

• De$onstrate t'at you 'ae researc'ed t'e #ro"le$s in t'is case study)

5) !lternatives

• Outline #ossi"le alternaties 8not necessarily all o* t'e$9

• E&#lain -'y alternaties -ere re:ected

• Constraints;reasons

• W'y are alternaties not #ossi"le at t'is ti$e2

6) Proposed Solution

• <roide one s#eci1c and realistic solution

• E&#lain -'y t'is solution -as c'osen

• Su##ort t'is solution -it' solid eidence

• Conce#ts *ro$ class 8te&t readin!s% discussions% lectures9

• Outside researc'

• <ersonal e&#erience 8anecdotes9

=) Recommendations

• Deter$ine and discuss s#eci1c strate!ies *or acco$#lis'in! t'e

#ro#osed solution)

• I* a##lica"le% reco$$end *urt'er action to resole so$e o* t'e issues

• W'at s'ould "e done and -'o s'ould do it2

Finali"ing the Case

A*ter you 'ae co$#osed t'e 1rst dra*t o* your case study analysis% read t'rou!' it

to c'ec+ *or any !a#s or inconsistencies in content or structure. Is your t'esis

state$ent clear and direct2 3ae you #roided solid eidence2 Is any co$#onent*ro$ t'e analysis $issin!2

W'en you $a+e t'e necessary reisions% #roo*read and edit your analysis "e*ore

su"$ittin! t'e 1nal dra*t) 8Re*er to <roo*readin! and Editin! Strate!ies to !uide you

at t'is sta!e9)

'tt#s.;;a-c)as'*ord)edu;toc->!uidelines>*or>-ritin!>a>case>study)'t$l

https://awc.ashford.edu/writing-tools-proofreading.html

https://awc.ashford.edu/tocw-guidelines-for-writing-a-case-study.html

https://awc.ashford.edu/writing-tools-proofreading.html

https://awc.ashford.edu/tocw-guidelines-for-writing-a-case-study.html



,rie* Introduction

,AC?GROUND

<RESENT STUDY 8Sa$#le% Instru$ent% Analysis9

FINDINGS

CONCLUSIONS

,rie* Conclusion

Re!ardin! A<A "i"lio!ra#'ies% in so$e ersions o* A<A style% 'an!in! indents are

used@ -'ile in ot'ers% #ara!ra#' indents are used) T'is #a#er uses #ara!ra#'

indents as requested "y t'e co$#anion sociolo!y instructor)

>>>

Uniersity o* innesota

En!C 5B/6 >> e-ell

Final Interie- Researc' <a#er

Co#yri!'t C'ristine 3etc'er

#omen and Beauty $aga"ines

"y C'ristine 3etc'er

,eauty $a!a4ines% suc' as Cosmopolitan% Glamour % and Marie Claire% are

-idely read "y -o$en t'rou!'out A$erica ) W'at do -o$en actually t'in+ o*

t'ese $a!a4ines2 Do t'ey *eel t'e $a!a4ines are 'el#*ul% de!radin!% or si$#ly

so$et'in! to read2 T'is #a#er is a surey interie- to deter$ine -'at -o$en in

t'eir late teens and early t-enties t'in+ a"out "eauty $a!a4ines

in A$ericatoday) T'e #ur#ose o* t'is study is to deter$ine -'et'er -o$en li+e or

disli+e "eauty $a!a4ines% -'y t'ey li+e or disli+e t'e$% and 'o- *requently -o$en

read "eauty $a!a4ines)

Bacground

T'is section reie-s t'e #reious studies conducted on t'e e(ects o*

-o$ens $a!a4ines) a!a4ines s#eci1cally -ritten *or -o$en 'ae "een in

circulation *or oer si&ty years% discussin! -'ateer issues -ere releant to -o$en

at t'e ti$e 8os+o-it4% /9) So$e o* t'e earlier $a!a4ines *ocused on a -ar>

ti$e re"ellion o* *e$inis$) os+o-it4 8/9 conducted a study a"out t'e e(ects

o* -ar>ti$e $a!a4ines and said% HWo$ens $a!a4ines o* t'e Cold War era re$ain

sy$"ols o* anti*e$inis$ 8#) 9) os+o-it4 8/9 *ound t'at $any -o$en li+edt'e articles "ecause $any $a!a4ines discussed i$#ortant issues to t'e$% suc' as

stress% e$otionalis$% and *e$inis$ 8#)9) os+o-it4 8/9 said% Hreco!nition o*

e$otional tension -as co$$on *or -o$ens $a!a4ines 8#)J9) T'is reco!nition

H#resented a -'ole ne- !enre o* articles t'at !ae 'ouse-ies t'e *reedo$ to

inter#ret t'eir o-n states o* $ind 8os+o-it4% /% #) J69) T'is *reedo$ -as an

i$#ortant issue o* t'e early t'irties and *orties)



Today% $ost -o$ens $a!a4ines *ocus on 1e "asic conce#ts. 'ealt'%

career% #ersonal -ell>"ein!% *as'ion% and% o* course% se&) So$e articles *ro$ a

recent Cosmopolitan -ere HFreaky Flow? Your Most Pressing Period Problems Ever %

HCosmo’s Hot New e! Position% and H"en Hollywood Hair#uts to Copy $ig%t Now

8,eland% Gott'ardt% K ?e$#% /% #) 0=B>0J9) Suc' coer stories -ould 'ae

"een s'oc+in! in t'e conseratie -ar era si&ty years a!o% "ut are no- e&#ected int'e li"eral nineties)

Only recently 'ae #syc'olo!ists and -o$ens studies ent'usiasts "e!un to

-onder -'at e(ects $a!a4ines -it' suc' articles $ay 'ae on -o$en) cCrac+en

8/59 *ound t'at so$e -o$en en:oy readin! t'ese articles "ecause t'ey Hli+e to

i$a!ine t'at t'ey can "e li+e t'e -o$en in t'e $a!a4ine >> "eauti*ul% success*ul%

etc) 8#) 9) Ot'er -o$en read "eauty $a!a4ines si$#ly *or entertain$ent) One

-o$an stated% HMT'e articles are *un to lau!' at "ecause t'ey are so *ar>*etc'ed%

-'ile anot'er said% HI li+e to loo+ at t'e *as'ions een t'ou!' no one I +no- dresses

li+e t'at and I +no- I neer could 8cCrac+en% /5% #) J9) Ot'er -o$en read t'e

$a!a4ines "ecause t'ey *eel t'at t'e adice is 'el#*ul and in*or$atie 8cCrac+en%

/5% #) 9) cCrac+en 8/59 stated% Hany readers e&#erience a #seudo sense o*

co$$unity@ t'e adice colu$ns aid t'e$ -it' t'eir #ro"le$s and 'el# assure t'e$

t'at ot'er -o$en e&#erience si$ilar diculties 8#) 9)

W'ile so$e -o$en 1nd "eauty $a!a4ines entertainin! and 'el#*ul% ot'ers

1nd t'e$ a##allin! and de!radin!) cCrac+en 8/59 stated% HDisillusion$ent can

occur -'en t'e $a!a4ines ideal -orld does not corres#ond to real li*e 8#)J9) T'e

contents o* "eauty $a!a4ines o(end so$e -o$en "ecause t'e $a!a4ines

Hencoura!e insecurities% 'ei!'ten !ender stereoty#es% and ur!e rede1nin!

de1nitions o* sel*>t'rou!' consu$er !oods 8cCrac+en% /5% #) 9)

Alt'ou!' $uc' researc' 'as "een done on -o$ens o#inions o* "eauty

$a!a4ines% t'e results 'ae "een inconclusie as to -'et'er $ore -o$en li+e t'e

$a!a4ines and read t'e$ re!ularly or -'et'er $ore -o$en disli+e t'e $a!a4ines

and neer read t'e$) In t'e researc' re#orted 'ere% I interie-ed youn! -o$en in

order to deter$ine -'ic' *actors cause t'e o##osin! ie-#oints o* li+in! or disli+in!

"eauty $a!a4ines) I atte$#ted to discoer -'y -o$en c'ose to read or re*used to

read t'ese $a!a4ines) I e&#ected to 1nd a 'i!'er #ercenta!e o* -o$en -'o li+ed

"eauty $a!a4ines and re!ularly read t'e$ t'an t'ose -'o disli+ed "eauty

$a!a4ines and neer read t'e$)

Present Study

T'e ne&t section discusses t'e #resent study) It e&#lains 'o- t'e sa$#le

-as c'osen% descri"es t'e instru$ent used% and analy4es t'e results) T'is study

*ocused on youn! -o$ens o#inions o* #o#ular -o$ens $a!a4ines and -'y

-o$en li+ed to read t'e$ or re*used to read t'e$)

S!$P%&



T'e sa$#le used *or t'is study consisted o* t-enty youn! -o$en "et-een

t'e a!es o* nineteen to t-enty>1e) T'e -o$en interie-ed -ere rando$ly

selected *ro$ students attendin! t'eUniersity o* innesota at noon on t'ree

se#arate days. onday% Tuesday% and T'ursday) T'e students 1lled out

questionnaires distri"uted to t'e$ -'ile t'ey -ere en!a!in! in arious

actiities) T'e actiities t'ey -ere en!a!in! in -ere eit'er sittin! in Co($an Union%-al+in! on ca$#us% -aitin! *or a "us% studyin! at a li"rary% eatin! lunc'% #layin! a

s#ort on t'e la-n% or -aitin! *or a class) First% t'e -o$en -ere as+ed i* t'ey -ere

"et-een t'e a!es o* nineteen to t-enty>1e) I* t'ey 1t t'e a!e !rou#% t'en t'ey

-ere as+ed to i$$ediately ans-er a questionnaire and return it to $e u#on

co$#letion)

I'S(RU$&'(

T'e instru$ent used -as a questionnaire consistin! o* si& questions) T'e

si& questions *ocused on 'o- o*ten t'e -o$en read "eauty $a!a4ines% -'at t'ey

t'ou!'t o* t'e contents% on -'at t'ey t'ou!'t t'e $a!a4ines s'ould c'an!e orincrease *ocus% 'o- "ene1cial t'e $a!a4ines -ere to t'e$% 'o- o*ten t'ey ta+e

t'e adice !ien in t'e $a!a4ines% and -'ic' $a!a4ines 8i* any9 -as t'eir *aorite

includin! t'e reason -'y it -as t'eir *aorite) T'e *or$at o* t'e questions

consisted o* "ot' a no$inal scale and an ordinal scale o* ans-ers accordin! to t'eir

res#onses)

T'e *ollo-in! are t'e questions *ro$ t'e questionnaire ad$inistered.

&'E"()NN*($E

/) 3o- $any ti$es #er $ont' do you read "eauty $a!a4ines2

) or more* +* ,* %ess than ,* 'ever

0) 3o- do you *eel a"out t'e contents o* "eauty $a!a4ines2

Strongly approve !pprove* 'eutral or no opinion* Disapprove* Strongly

disapprove

5) W'ic' are do you t'in+ "eauty $a!a4ines s'ould e$#'asi4e $ore2

'othing -maga"ines put good emphasis on all areas.* /ealth* Sex*

Career* Fashion* Personal 0ell being* 'o opinion

6) 3o- "ene1cial do you t'in+ "eauty $a!a4ines are2

1ery bene2cial* Slightly bene2cial* 'ot at all bene2cial* Slightly

harmful* 1ery harmful* 'o opinion

=) 3o- o*ten do you ta+e t'e adice or ti#s !ien in "eauty $a!a4ines2



1ery often* Fre3uently* Rarely* 'ever* 'o opinion

) W'ic' "eauty $a!a4ine is your *aorite2

Cosmopolitan, Vogue, Elle, Marie Claire, Glamour * 'one

W'y2 444444444444444444444444444444444

444444444444444444444444444444444

!'!%5SIS

In order to deter$ine t'e results o* t'is study% t'e ans-ers -ere ta"ulated

and t'en statistically co$#uted) T'is co$#utation *ound t'e relatie *requency% or

t'e #ercenta!es% o* eac' res#onse to eac' question)

3ere are t'e relatie *requency c'arts and 'isto!ra$s *or eac' question.

/) Frequency and Relatie Frequency o* Ti$es ,eauty a!a4ines -ere read #er$ont'.

Frequency Rel) Freq)

Neer B)5B

less t'an one B B)BB

/ = B)0=

0 B)5B

5 or $ore 5 B)/=

Total 0B /)BB



0) Frequency and Relatie Frequency o* O#inion o* Contents o* ,eauty a!a4ines.


stron!ly a##roe 6 B)0B

a##roe B)6=

neutral 8no

o#inion9

5 B)/=

disa##roe / B)B=

stron!ly

disa##roe

5 B)/=

Total 0B /)BB



5) Frequency and Relatie Frequency o* O#inion o* Contents o* ,eauty a!a4ines.


not'in! = B)0=

'ealt' 0 B)/B

se& 5 B)/=

career 0 B)/B

*as'ion 0 B)/B

#ersonal -ell "ein! 5 B)/=

neutral 8noo#inion9

5 B)/=

Total 0B /)BB



6) Frequency and Relatie Frequency o* O#inion o* ,ene1t o* a!a4ines.


ery "ene1cial 5 B)/=

sli!'tly "ene1cial B)6B

not "ene1cial 0 B)/B

sli!'tly 'ar$*ul / B)B=

'ar$*ul 5 B)/=

neutral 8no

o#inion9

5 B)/=

Total 0B /)BB



=) Frequency and Relatie Frequency o* Adice Ta+en *ro$ a!a4ines.


ery *requently 0 B)/B

*requently J B)5=

rarely 6 B)0B

neer 6 B)0B

neutral 8no

o#inion9

5 B)/=

Total 0B /)BB



) Frequency and Relatie Frequency o* Faorite a!a4ines.


Cos$o#olitan B)6B

Gla$our 6 B)0B

Po!ue / B)B=

arie Claire / B)B=

Elle B B)BB

no *aorite 5 B)/=

donQt read "eauty $a!)s 5 B)/=

Total 0B /)BB



T'e res#onses to t'e HW'y #ortion o* question si& -ill not "e listed 'ere

due to t'e *act t'at t'ey are #ersonally -ritten res#onses)

Findings

T'is section e&a$ines and discusses t'e results to t'e questionnaire) In

order to e(ectiely understand t'e in*or$ation *ound t'rou!' t'e results% t'is

section is "ro+en into si& cate!ories in accordance -it' t'e si& questions *ro$ t'e

questionnaire) T'ese si& cate!ories are 'o- *requently t'e $a!a4ines are read "y

-o$en in t'is a!e !rou#% t'e o#inions o* t'e contents o* t'e $a!a4ines% t'e

o#inions o* -'ic' areas s'ould "e e$#'asi4ed $ore "y t'e $a!a4ines% 'o-

*requently -o$en ta+e adice *ro$ t'e $a!a4ines% t'e o#inions o* t'e "ene1ciallity

o* $a!a4ines% and 1nally% -'ic' $a!a4ine -as listed as t'e co$$on *aorite and

-'y)

FR&6U&'C5 7F R&!DI'8 $!8!9I'&S

T'e 1rst area o* t'e results is 'o- *requently t'e -o$en sureyed read

"eauty $a!a4ines) T'e results to t'is area *ound t'at $ost -o$en 8==9 read t'e

$a!a4ines once or t-ice a $ont') W'en t'e results are "ro+en do-n accordin! to

eac' res#onse t'ey s'o- t'at /= o* t'e -o$en interie-ed read "eauty



$a!a4ines t'ree ti$es a $ont' or $ore% 5B read t'e$ t-ice a $ont'% 0= read

t'e$ once a $ont'% and BB read t'e$ less t'an once a $ont') 5B o* -o$en

sureyed neer read "eauty $a!a4ines)

)7PI'I7'S 7F (/& C7'(&'(S

T'e second area o* t'e results is t'e -o$ens o#inions o* t'e contents o*

"eauty $a!a4ines) T'e results to t'is area *ound t'at $ost -o$en interie-ed

8=9 eit'er a##roed or stron!ly a##roed o* t'e contents) T'ese results "ro+en

do-n s'o- t'at 0B stron!ly a##roed% 6= a##roed% /= -ere neutral or 'ad

no o#inion% = disa##roed% and /= !reatly disa##roed)

!R&!S '&&DI'8 $7R& &$P/!SIS

T'e t'ird area o* results is -'ic' areas t'e -o$en *elt needed $ore

e$#'asis) Oerall% $ost -o$en 8B9 *elt t'at one area needed $ore e$#'asis%

"ut t'e results di(ered as to -'ic' area s'ould "e e$#'asi4ed) W'ile 0= *elt

not'in! s'ould "e c'an!ed% /B *elt t'e $a!a4ines s'ould #ut $ore e$#'asis on

'ealt'% /= *elt t'e $a!a4ines s'ould #ut $ore e$#'asis on se&% /B *elt t'e

$a!a4ines s'ould #ut $ore e$#'asis on career% /B *elt t'e $a!a4ines s'ould #ut

$ore e$#'asis on *as'ion% and /= *elt t'e $a!a4ines s'ould #ut $ore e$#'asis

on #ersonal -ell>"ein!) /= o* t'e -o$en interie-ed 'ad no o#inion)

FR&6U&'C5 7F !D1IC& (!:&'

T'e *ourt' area o* results is 'o- o*ten -o$en ta+e t'e adice !ien in

"eauty $a!a4ines) ost -o$en 86=9 *requently or ery *requently too+ adice

*ro$ "eauty $a!a4ines) T'e results s'o- t'at /B o* -o$en interie-ed ta+e t'e

adice !ien in $a!a4ines ery *requently and 5= ta+e it *requently) 3o-eer%

0B o* -o$en interie-ed rarely ta+e t'e adice !ien and 0B neer ta+e it) /=

o* t'e -o$en interie-ed -ere neutral or 'ad no o#inion)

B&'&FI(

T'e 1*t' area o* results is 'o- "ene1cial -o$en interie-ed *elt "eauty

$a!a4ines are) W'ile $ost -o$en 8==9 *elt t'e $a!a4ines are eit'er ery

"ene1cial 8/B9 or sli!'tly "ene1cial 86B9% ot'er -o$en *elt t'e $a!a4ines are at

least sli!'tly 'ar$*ul 8=9 or 'ar$*ul 8/=9) In t'is area o* results% /= o* -o$en

interie-ed -ere neutral or 'ad no o#inion)

F!17RI(& $!8!9I'&

T'e 1nal area o* results to t'is study is -'ic' $a!a4ine -o$en c'oose as

t'eir *aorite and -'y) ost -o$en interie-ed c'oose Cosmopolitan as t'eir

*aorite 86B9 -it' Glamour a distant second 80B9) ,ot' +ogue and Marie

Claire receied = o* t'e otes eac'% and no one c'oose Elle as t'eir *aorite) /=



o* t'e -o$en interie-ed did not 'ae a *aorite "eauty $a!a4ine and /= did not

read "eauty $a!a4ines)

Summari"ed Conclusions

T'is section #roides a su$$ary o* t'e results *ound -it' 1nal conclusions

a"out t'ese results) T'e 1ndin!s o* t'is study s'o- t'at $ost -o$en 8JB9 read

"eauty $a!a4ines o*ten 8once a $ont' or $ore9 and -ere su##ortie o* t'e

contents o* t'e $a!a4ines 8=9) ost -o$en 8B9 *elt t'e $a!a4ine s'ould #ut

$ore e$#'asis on one certain area% "ut di(ered as to -'ic' area) Only 80=9 *elt

t'e $a!a4ines 'ad a !ood "alance o* to#ic e$#'asis) T'e reason $ost -o$en

!ae *or c'oosin! Cosmopolitan as t'eir *aorite -as "ecause it -as Hery 'i# and

Hnot a*raid to discuss i$#ortant to#ics to -o$en) Also% $ost -o$en 8==9 *elt

t'at t'e $a!a4ines -ere 'el#*ul to t'eir daily li*e and *requently used t'e adice

*ound in t'e $a!a4ines 86=9)

T'e results to t'is study lead to t'e conclusion t'at% des#ite t'e *act t'at

"eauty $a!a4ines $ay see$ *riolous to so$e% youn! -o$en o* today use t'e$ as

ty#es o* surial !uides) Wo$en loo+ to t'e$ *or adice in t'eir careers% 'ealt'%

#ersonal -ell>"ein!% *as'ion styles% and se&>lies) E&a$inin! t'ese results s'o-s

t'at -o$en consider "eauty $a!a4ines as t'ey -ould consider a *riend@ t'ey !o to

t'e$ *or adice% ne- ideas% and 'ealt' ti#s)

T'ese results can "e inter#reted in t-o -ays) T'e 1rst inter#retation is t'at

t'e $a!a4ines are a "ene1t to -o$en "ecause t'ey !ie t'e$ !uidance and allo-

t'e$ to *eel $ore secure in t'eir lies) T'e second inter#retation is t'at -o$en are

so concerned -it' -'at is in Ho!ue t'at t'ey *eel t'ey need to consult a $a!a4ine

to !uide t'e$) T'is #oses an interestin! question t'at -ill lead to anot'er surey todeter$ine 'o- de#endent -o$en are u#on t'ese $a!a4ines)

T'is surey interie- as+ed youn! -o$en a"out t'eir o#inions to-ards

"eauty $a!a4ines) T'e #ur#ose o* t'is study -as to deter$ine -'y -o$en li+e or

disli+e "eauty $a!a4ines and 'o- *requently -o$en read "eauty $a!a4ines) T'e

results to t'is study su##orted t'e ori!inal 'y#ot'esis t'at a 'i!'er #ercenta!e o*

-o$en li+e "eauty $a!a4ines and read re!ularly read t'e$ t'an t'e #ercenta!e o*

-o$en t'at disli+ed t'e $a!a4ines and re*used to read t'e$) T'e results lead to

t'e inter#retation t'at "eauty $a!a4ines are -ell li+ed a$on! -o$en in t'e a!e

!rou# o* nineteen to t-enty>1e "ecause t'ey contain $any to#ics *ound

interestin! "y t'ese -o$en and "ecause t'ey o(er "ene1cial adice and ti#s)

>>>>>

Re*erences

,eland% N) 8/9) Ten 3olly-ood 'aircuts to co#y ri!'t no-) Cos$o#olitan% 00869%

060>066)



Gott'ardt% ) 8/9) ?iller cra$#s2 Frea+y o-2 Cos$o#olitan% 00869% 0=B>0=6)

?le$#% ?) 8/9) Introducin! Cos$os 'ot ne- se& #osition) Cos$o#olitan% 00869%

0B>0/0)

cCrac+en% E) 8/59) Decodin! -o$ens $a!a4ines *ro$ ade$oiselle to s) Ne-

Yor+.St) artins <ress)

os+o-it4% E) 8/9) Its !ood to "lo- your to#) ournal o* Wo$ens 3istory% 859%

>JJ)

>>>>>

Additional Sources

,arell% ) 8/9) T'e "usiness o* -o$ens $a!a4ines) London. ?o!an <a!e)

,erns% N) 8/9) y #ro"le$ and 'o- I soled it. Do$estic Piolence in Wo$enQs

a!a4ines)Sociolo!y uarterly% 6B8/9% =>/B=)

Cancian% F) 8/9) C'an!in! e$otions nor$s in $arria!e. Loe and an!er in US

-o$enQs $a!a4ines) Gender and Society 0959% 5B>560)

Clar+% R) 8/J9) C'an!in! #erce#tions in se& and se&uality in traditional -o$ens

$a!a4ines) Ne- Yor+ . Green-ood <ress)

De$arest% ) 8/09) T'e re#resentation o* -o$enQs roles in -o$enQs $a!a4ines

oer t'e #ast t'irty years) ournal o* <syc'olo!y /0869% 5=J>5)

D-or+in% S) 8/J9) Co$#arison o* interentions *or -o$en e&#eriencin! "odyi$a!e #ro"le$s) ournal o* Counselin! <syc'olo!y% 5J809% /=>/B)

Endres% ?) 8/=9) Wo$ens #eriodicals in t'e United States ) Ne-

Yor+. Green-ood <ress)

Etrau!'% C) 8/9) C'an!in! attitudes a"out $aternal e$#loy$ent in -o$enQs

$a!a4ines)Early C'ild'ood Researc' uarterly% //809% 0BJ>0/)

Fer!uson % ) 8/59) Foreer *e$inine) London. 3eine$ann)

Gel"er% ?) 8/=9) Se&uality. Se&is$ in -o$ens $a!a4ines) Wo$en *or

Re#roductie Ri!'ts% =B% 0>=)

3enry% S) 8/69) u!!lin! t'e *ryin! #an and t'e 1re) Social Science ournal% 0/% J>

/B)

3er$es% ) 8/=9) Readin! -o$ens $a!a4ines) Ca$"rid!e % A. <olity <ress)



3i!!in"ot'a$% A) 8/9) Teen $a!s. 3o- to !et a !uy% dro# #ounds% and lose your

sel*>estee$) Ne- Yor+. Green-ood <ress)

3u$#'reys% N) 8/9) A$erican -o$ens $a!a4ines) Ne- Yor+. Garland )

In!e% T) 8/9) 3and"oo+ o* A$erican #o#ular culture) Ne- Yor+. Green-ood <ress)

?aiser% ?) 8/9) T'e ne- -o$ens $a!a4ines) Ca$"rid!e % A. <olity <ress)

?lassen% ) 8/59) en and -o$en. I$a!es o* t'eir relations'i#s in $a!a4ine

adertise$ents) ournal o* Adertisin! Researc'% 55809% 5B>5)

La-rence% ?) 8/9) en and -o$en. attitudes to-ard and e&#eriences -it'

-o$enQs $a!a4ines) ournal o* Se& Researc'% 068/9% //>/)

are+% ) 8/=9) Wo$en editin! $odernis$) Le&in!ton % ?Y. Uniersity <ress

o* ?entuc+y )

eyero-it4% ) 8/9) Wo$en% c'eeseca+e% and "orderline $aterial) ournal o*

Wo$ens 3istory% 859% 0>5=)

iller% C) 8/J9) W'o tal+s li+e a -o$ens $a!a4ine2 ournal o* A$erican Culture%

/B% />)

Ne$ero(% C) 8/69) Fro$ t'e Cleaers to t'e Clintons. Role c'oices and "ody

criterion as reected in $a!a4ines content) International ournal o* Eatin! Disorders%

/809% /J>/J)

<in'as% L) 8/9) T'e e(ects o* t'e ideal *e$ale "eauty on $ood and "ody

satis*action)International ournal o* Eatin! Disorders% 0=809% 005>00)

<lous% S) 8/J9) Racial and !ender "iases in $a!a4ine adertisin!) <syc'olo!y o*

Wo$en uarterly% 0/869% 0J>66)

<rusan+% D) 8/59) Inter#ersonal relations'i# in -o$enQs $a!a4ines) ournal o*

Social and <ersonal Relations'i#s% /B859% 5BJ>50B)

Scanlon% ) 8/=9) Intricate Lon!in!s) Ne- Yor+. Routled!e)

Sno-% ) 8/9) An analysis o* -ei!'t and diet content in 1e -o$ens

$a!a4ines) ournal o* O"esity and Wei!'t Re!ulation% =869% /6>0/6)

Wald$an% S) 8/09) Treat$ent o* "irt' control in selected -o$ens

$a!a4ines) London.?o!an <a!e)

Wins'i#% ) 8/J9) Inside -o$ens $a!a4ines) London. <andora)

Wise$an% ) 8/09) Cultural e&#ectations o* t'inness o* -o$en) International

ournal o* Eatin! Disorders% //8/9 =>)



uc+er$an% ) 8/9) A 'istory o* #o#ular -o$ens $a!a4ines in t'e United

States) West#ort % CN. Green-ood <ress)

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