Peer Pressure | Research & Encyclopedia Articles

The influence of the social group on an individual.

Peers are the individuals with whom a child or adolescent identifies, who are usually but not always of the same age-group. Peer pressure occurs when the individual experiences implicit or explicit persuasion, sometimes amounting to coercion, to adopt similar values, beliefs, and goals, or to participate in the same activities as those in the peer group.

Although it is usually conceived of as primarily a negative influence acting on adolescents or teens, peer pressure can be a positive influence as well, and it can act on children at any age, depending on their level of contact with others. The influence of peer pressure is usually addressed in relation to the relative influence of the family on an individual. Some characteristics that peer groups offer and which families may be lacking are: (1) a strong belief structure; (2) a clear system of rules; and (3) communication and discussion about taboo subjects such as drugs, sex, and religion.

Peer pressure is strongly associated with level of academic success, drug and substance use, and gender role conformity. The level of peer influence increases with age, and resistance to peer influence often declines as the child gains independence from the family or caretakers, yet has not fully formed an autonomous identity. One study in particular confirms other research findings that the values of the peer group with whom the high schooler spends the most time are a stronger factor in the student's level of academic success than the values, attitudes, and support provided by the family. Compared to others who started high school with the same grades, students whose families were not especially supportive but who spent time with an academically oriented peer group were successful, while those students whose families stressed academics but who spent time with peers whose orientation was not academic performed less well.

The peer pressure study contradicts prevailing ideas about the influence of families on the success of racial and cultural minorities such as Asians and African Americans. While some Asian families were not especially involved in their children's education, the students, who found little social support of any type, tended to band together in academic study groups. Conversely, African American students, whose families tended to be highly involved in and supportive of education, were subjected to intense peer pressure not to perform academically. According to the study, the African American peer groups associated the activities of studying and spending time at the library with "white" behavior, and adopted the idea that the student who gets good grades, participates in school activities, or speaks Standard English is betraying his racial heritage and community. Consequently, gifted students "dumb-down" as they make the choice between academics and "fitting in." Research suggests that this type of peer pressure contributes to a decline in the grades of African American students (especially males) as early as the first through fourth grades.

Peer pressure similarly compels students of all ethnic backgrounds to engage in other at-risk behaviors such as cigarette smoking, truancy, drug use, sexual activity, fighting, theft, and daredevil stunts. Again, peer group values and attitudes influence, more strongly than do family values, the level of teenage alcohol use. Regardless of the parenting style, peer pressure also influences the degree to which children, especially girls, conform to expected gender roles. Up until about grade six, girls' performance in science and math are on par with that of boys, but during adolescence girls' test scores and level of expressed interest declines. The tendency is to abandon competition with boys in favor of placing more emphasis on relationships and on physical appearance.

Ideally the child, adolescent, or teen should make decisions based on a combination of values internalized from the family, values derived from thinking independently, and values derived from friends and other role models. In order to achieve this balance, rather than attempting to minimize peer influence, families and schools must provide strong alternative beliefs, patterns of behavior, and encourage formation of peer groups that engage in positive academic, athletic, artistic, and social activities.

In order to rival their children's peers, parents should convey a strong, clear (not necessarily rigid) value structure and open avenues of communication early in life, while the child is first being exposed to the group persuasions of preschoolers. In situations where decisions might be made about peer pressure, parents who are hesitant to discourage their children's independence and individuality often send vague messages or no message at all to the child about their perspective on the matter. Voicing parental opinion provides guidance, which the child can choose to accept or reject in future situations. In turn, the knowledge that the child is being guided on important matters gives parents a sense of confidence when the child succumbs to the numerous small, inconsequential peer pressures concerning interests, toys, and styles of dress throughout grade school.

In a positive sense, peer pressure provides the motivation to try different behaviors, which may just as quickly disappeal. But if the child has few alternative sources of communication, emotional support, or self-esteem, undesirable behaviors may be continued for the positive peer reinforcement they bring. The period of greatest risk is when adolescents enter high school. Just as their self-esteem lowers (especially girls) and their daily pressures increase, they are introduced to older peer groups who engage in new activities. Adolescent exploration of some sexual and substance-using activities can be circumvented by establishing policies of open communication between the parents or caregivers and the adolescent or teen. It should be made clear that the parent or other adult is willing to discuss virtually any subject matter and listen to the child's point of view, which is not the equivalent to condoning or allowing the associatedbehaviors to occur. Knowing the child's close friends and their parents, being informed about the social situations the teen is confronted with, and being familiar with teenage trends also help in anticipating problems and maintaining intergenerational communication.

Adults may vary in their level of independence from groups, the degree to which they follow the crowd, but even the most popular, independent teen feels the strong effect of peer pressure. Techniques of resisting teen peer pressure include:

1. Observe people and the groups with whom they socialize. Observe what they do and the consequences of their actions. When someone tries to argue "everyone's doing it," you can prove otherwise. Make choices about who you spend time with, instead of joining a group just because it's there.
2. Avoid situations that present problems—parties with drugs, being alone with a boyfriend or girlfriend who might pressure you.
3. Communicate: Say "No" forcefully and with eye contact. (If you do not believe yourself, they will not either.) Talk about it. Find someone who feels the same way you do.
4. Anticipate what your friends will say or do and decide beforehand how you will react. Consider all the alternatives, including the consequences of doing it their way. Is it a matter of wearing something you do not like, or is it a matter of damaging your body?
5. If you find yourself anticipating conflict too often, seriously think about finding a new friend or set of friends. Start off gradually, spending less and less time with the person who is pressuring you.
6. Know yourself. Know what moods might make you more susceptible to negative peer influence. Know (or figure out) what activities build your self-esteem. Know why you are doing whatever you do everyday—be aware of your actions.

Two primary areas in which schools can discourage negative peer pressure and encourage formation of positive peer groups are in peer leader programs and in collaborative learning practices. Virtually every school trains student peer leaders to participate in counseling, support groups, drug or violence prevention programs, or peer mentoring and tutoring programs. For these programs, students are trained in cognitive awareness, goal setting, problem identification, decision-making, and communication skills in order to lead, coach, and support other students. Peer leader programs implicitly combat peer pressure as the students act as positive role models for other teens.

With collaborative learning techniques, teachers require students to work together to solve problems, answer questions, create and deliver presentations, and provide feedback to each other on individual work. When they are well-planned, collaborative activities have been shown to increase levels of academic engagement, increasing students' self-esteem and achievement. Effective collaborative learning groups essentially create new peer groups in the classroom, offering the students new patterns of peer communication and sometimes new value systems.

Bernard, B. The Case for Peers. Portland, OR: Northwest Regional Educational Laboratory, 1990.

Feller, Robyn M. Everything You Need to Know About Peer Pressure. New York: Rosen Publishing Group, 1995.

Friar, Linda and Penelope B. Grenoble. Teaching Your Child to Handle Peer Pressure. Chicago: Contemporary Books, 1988.

Juvonen, Jaana, and Kathryn R. Wentzel, eds. Social Motivation: Understanding Children's School Adjustment. New York: Cambridge University Press, 1996.

Kageler, Len. Helping Your Teenager Cope with Peer Pressure. Loveland, CO: Family Tree, 1989.

Myrick, R.D., and D.L. Sorenson. Peer Helping: A Practical Guide. Minneapolis, MN: Educational Media Corporation, 1988.

Stienberg, Laurence, et al. Beyond the Classroom: Why School Reform Has Failed and What Parents Need to Do. New York: Simon and Schuster, 1996.

This is the complete article, containing 1,514 words (approx. 5 pages at 300 words per page).