The Influence of Peer Groups on Behaviour

Peer groups, particularly during adolescence, exert a significant influence on an individual's behaviour. This essay explores various ways in which this influence manifests, drawing upon sociological perspectives and examples to illustrate these dynamics.

Approval, Disapproval, and the Shaping of Identity

One of the primary ways peer groups influence behaviour is through the powerful mechanisms of approval and disapproval. Adolescents, navigating the complexities of identity formation, are highly sensitive to peer feedback. Conformity to group norms, whether in terms of style (clothing choices, music preference), taste (cultural interests, leisure activities), or attitude (opinions, values), becomes a means of gaining acceptance and belonging. For instance, research by Dunphy (1963) highlighted the importance of shared activities and values in adolescent peer groups, demonstrating how conformity strengthens group cohesion. Disapproval, conversely, can lead to feelings of exclusion and motivate individuals to modify their behaviour to align with group expectations.

Ostracism: A Powerful Tool of Social Control

The threat of ostracism or exclusion from the group serves as a potent tool of social control within peer groups. Adolescents, fearing the social isolation and emotional distress associated with rejection, may modify their behaviour to avoid such consequences. This can lead to individuals suppressing their own preferences or engaging in behaviours they might otherwise find disagreeable, simply to maintain their social standing. This phenomenon is exemplified in studies on bullying, where victims often modify their behaviour or endure abuse to avoid further exclusion (Salmivalli et al., 1996).

Gendered Play and the Reinforcement of Societal Norms

Peer groups, both in formal settings (schools) and informal settings (playgrounds, social gatherings), often engage in gendered play, which reinforces broader societal norms surrounding masculinity and femininity. Boys might be encouraged to participate in competitive sports, emphasizing physical prowess, while girls might gravitate towards activities focused on cooperation and nurturing. This segregation can contribute to the development of distinct gender roles and influence behaviour patterns that extend beyond adolescence (Thorne, 1993).

Language as a Marker of Group Identity

The use of language, particularly slang, jargon, or specific communication styles, serves as a powerful marker of group identity and belonging. Adolescents adopt these linguistic patterns to signal their affiliation with a particular group, differentiate themselves from others, and navigate the complexities of social hierarchy within their peer network. This linguistic conformity contributes to a sense of shared identity and reinforces the boundaries between different groups (Eckert, 1989).

Beyond Conformity: Peer Groups as Agents of Social Change

While the emphasis often lies on the pressure to conform, it's crucial to acknowledge that peer groups can also act as agents of social change. Minority influence, where individuals or smaller factions within a group challenge existing norms, can lead to the adoption of new ideas, styles, or behaviours (Moscovici, 1976). This highlights the dynamic and evolving nature of peer group influence, demonstrating how these groups can contribute to individual and collective shifts in attitudes and actions.

Conclusion

In conclusion, peer groups wield significant influence over adolescent behaviour, shaping identities, reinforcing societal norms, and even driving social change. From the pursuit of approval to the fear of exclusion, the dynamics within these groups profoundly impact individuals' choices, actions, and overall development. Understanding these influences is crucial for educators, parents, and policymakers seeking to navigate the complexities of adolescence and promote positive social development.

References:
Dunphy, D. (1963). The Cliques That Children Form. New Society, 1(17), 9-10.
Eckert, P. (1989). Jocks and Burnouts: Social Categories and Identity in the High School. Teachers College Press.
Moscovici, S. (1976). Social Influence and Social Change. Academic Press.
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Väänänen, R., & Hudd, C. (1996). Bullying, the Participants and Family Backgrounds. In C. Ferris & T. Grisso (Eds.), Understanding Aggressive Behaviour in Children (pp. 309-324). Plenum Press.
Thorne, B. (1993). Gender Play: Girls and Boys in School. Rutgers University Press.