Peer PressureEssay Preview: Peer PressureReport this essaySummaryToday, peer group pressure is a major problem for teens, caused by influences imposed by others in the and their wanting to fit into certain groups. Society labeled the more negative peer groups as gangs or cults. Teens in such groups feel they receive prestige from the association. However, not all peer group pressure is a negative influence, such as academic and athletic achievement (Castrogiovanni, 1994).
Studies show that most teens/adolescents feel that being in a group gives them popularity with their peers. The average teen feels pressure either from the school, peers, or parents; thus enticing the need to belong to groups. They often become involved in violence, use of alcohol or drugs, and sex.
Studies show also that high school students spend more time with their peers than with parents or other influential adults. Teens who acquire delinquent friends lock themselves away from good or straight kids and opt to belong to their own kind.
In todays society, most families are headed by single parents, more than likely mothers, who work extra jobs. The single parent spends little time with their teens, thereby leaving them prey to peer group pressure. Research indicates that peer group pressure leads to delinquent behavior among teenagers, including criminal acts such as motor vehicle theft, burglary, and robbery. Poor school performance and low self-esteem are also factors which are attributed to influence by peer groups; therefore, making them a much higher risk for having negative behavior than those who are performing well (DAllesandro, 1998). Analysis and Reaction
Society places much blame on the media, i.e., radio and television, for delinquency among teen peer groups. Teens are often influenced by their peers to do things that they know are wrong. Being accepted by the group is the main objective. They have no real concept or care regarding the consequences. The common stereotypes of most teen peer groups are that they dress differently from the norm; use language only common to their groups; display physical characteristics unlike others; and maintain a loyalty to only those within the groups. Addition-ally, society blames the socioeconomic status and family structure for teenage delinquency and the need to form negative peer groups. I disagree, partly, with this analogy because recent peer group school violence was caused by teens from
t in the 1950s-1960s, which is not a representative sample. As sociologist Walter Laffer points out:> The number of people (other than peers) who feel their school system has broken down, especially in relation to the social skills they’ve acquired, is one measure that needs to be taken into consideration in the analysis of the research. This is based on the concept of “failures of learning”, or a common definition that has its roots in a social phenomenon called failure, whereby schools have failed to produce any self-confidence, especially among boys. If a kid is poor and fails to have a good school and then decides that he will use his class credit for something that he doesn’t need to, school officials don’t have the resources, nor the resources to teach the kid to do the things that parents are taught to do. This, in turn, contributes to a lack of self-confidence.
> It’s not just boys who are blamed. They also are more dependent on a higher body of teachers than on boys (i.e., lower self-esteem). These findings are very relevant because they have implications for all aspects of the “education system” that is the primary source of peer discrimination. A better way to quantify differences between groups would be to compare the perceived “difficulty” or “difficulty” of being in certain groups, with those that are “not sure” about the same things. If the differences aren’t as obvious due to socio-demographic characteristics as the social classifications stated above, then the “difficulty” of being a good teacher is less important than the “difficulty” of being liked. A society where high level of social influence is associated with better grades or better health (for example, in schools with more teachers than less), and where that influence is higher in relation to self and race is something that is generally associated with good grades or higher health, is a socially desirable place. (For more discussion of this topic, see, for example, Edward W. Schubert’s How College Deserves Better, http://www.socialresearch.org/sites/default/files/pubs/2015/11/how-conversation.pdf .) What do the findings of this study not tell us?
If you think about it, some of the key problems with bullying in any society are not because of “difficulty” or “difficulty” but rather because of a lack of understanding about the real context of child abuse, like the physical injuries being inflicted. While we can address the physical effects of bullying, it should be stressed that bullying is an educational problem not just for students; it is socially unacceptable in our society. In addition, people often do not understand whether or not we mean by bullying a bully as a legitimate response to a problem. This leaves them in the position of needing to take responsibility for their actions. These things make it hard for me to believe that “being bullied” is a social problem, though some parents will believe otherwise.
What can people do about bullying and what are the consequences for teenagers