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Social impacts of peer pressure in societies
The effect of peer pressure
Social impacts of peer pressure in societies
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Through my advocacy work, I have found that teachers are not providing students with disabilities individualized attention as outlined in a student’s Individual Education plan. Teachers continue to follow instructions from administrators to place the burden of education on the student causing students anxiety and frustrating despite knowing such treatment is wrong and inhumane. The treatment often results in elevated high school dropout rates of students with disabilities.
It is hard to understand why a teacher may treat a student, who is obviously willing to learn, in such a manner. The Asch Conformity Experiment is a good example; making it
easier to understand the behavior or a group of educators. In the experiment, a participant believes he or she has been asked to be a member in panel that will be given a vision test. The experiment begins with the instructor at the front of the room showing the subjects matching lines from a group of three segments. The other participants begin given answers that the test subject can see are wrong but when it is his or her turn to provide an answer, the participant gives the wrong answer along with the rest of the panel. He or she is conforming to the rest of the group (Cherry K. 2012).
The participants did not want to be ridiculed by selecting and answer different from their peers had chosen. This is called normative conformity (Asch Conformity Experiment, 2012). Teachers do not want to be rejected by their peers and seen as the only person who did not go along with what was happening. For example, while working with a student who was struggling academically, a sibling of the student saw one of student’s special education teachers out in the community. The teacher recommended ...
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..., K. (2012). Hierarchy of Needs. The Five Levels of Maslow's Hierarchy of Needs. Retrieved 03 04, 2012, from http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm
Cherry, K. (2012). The Asch Conformity Experiments . 03 13, 2012, from About.com Psychology: http://psychology.about.com/od/classicpsychologystudies/p/conformity.htm
Education, U. D. (2004). Individuals with Disabilities Act. Washington, D.C. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CE%2C300%252E501%2Cb%2C
Education, U. D. (2007). Special Education and Rehabilitation Services. Retrieved March 12, 2012, from Twenty-Five Years of Progress in Educating Children with Disabilities Through IDEA: http://www2.ed.gov/policy/speced/leg/idea/history.html
Statistics, B. o. (2012). THE EMPLOYMENT SITUATION —FEBRUARY 2012. Washington D.C.: US Federal Government.
Maslow’s hierarchy of needs is a theory that includes a five level pyramid of basic human
The principle of conformity is examined by a group of subjects, each subject has to tell the instructor which line do they think is the same as the standard line. Four subjects would say the same wrong answer, since they are apart of the experiment. Then, the subject that was not apart of the experiment would either go along with the group or say the correct answer.
The most basic concept in social psychology is conformity. Conformity is the idea that behaviour or a belief is changed in order to follow, or conform, to what is considered the “norm.” One of the oldest experiments to support this notion was conducted in 1935 by Muzafer Sherif (Song, Ma, Wu, Li, 2012 p. 1366). There are two different types of
Conformity is a social phenomenon that has been investigated for many decades; the first prominent and widely known study that came out was done by Asch in 1955. Asch’s first study set up involved five participants with four of them knowing what was going on and they had been briefed by Asch on how to answer, the fifth had no idea and just assumed everyone was clueless like him, he would also be the last to answer (Asch, 1955). There were two cards one with the ‘standard’ line and a second card with three ‘comparison’ lines with only one being correct (Asch, 1955). The first question had all of ...
The term special education is hard to define because recently, it has taken on many new meanings. During the 1960’s people were trying to get the Federal government to fund efforts to provide a free and appropriate education for children with disabilities. Also during this time and into the 1970’s, parents of children with disabilities began to address state laws that would require local education agencies to give special education services to students with disabilities (ERIC Clearinghouse on Disabilities and Gifted Education [ERIC], 1998). Even after the passage of these laws in many states, children still ...
Huitt, W. (2007),Maslow's hierarchy of needs, Educational Psychology Interactive. Valdosta, GA: Valdosta State University, (http://www.edpsycinteractive.org/topics/regsys/maslow.html), [Accessed 29 December 2013].
Asch’s Conformity Procedure was where participants were presented with a set of lines. In one case a single line and the other a trio of lines. The participant’s task was simply to find which line in the trio of lines matches the single line in length. When looking at the lines, there is only one line of the trio lines that obviously matches the single line. What Asch did was put participants in groups of collaborators, the actors, to turn in a specific answer. He did this so that the collaborators would give their answers first and then the participant who thinks he’s just one of the participants like the rest gives their answer. What concluded through this experimented was that if you have collaborators systematically giving the wrong answer, then majority of the people will give the wrong answer. (Meyers 158) The peer pressures created by a large group are such that the individual comes to decision radically different from the decision ...
Lessing’s essay helps set the context for understanding the experiments that social psychologists Solomon Asch, Stanley Milgram and Philip Zimbardo conducted to explain conformity and obedience. Solomon Asch’s experiment in “Opinions and Social Pressure” studied a subject’s ability to yield to social pressure when placed within a group of strangers. His research helped illustrate how groups encourage conformity. During a typical experiment, members of the group were asked by the experimenter to claim two obvious mismatched lines were identical. The single individual who was not privy to this information was the focal point of the experiment.
As stated above, conformity changes an individual 's belief and behaviour to match the groups, and while obedience often requires punishment and reward other studies suggest that "an individual...confronted with an authority recognized as legitimate, will behave in the direction of the expectations of this authority" (Pascual et al., 2013) without long-term effect on behaviour or beliefs. Sherif (as cited by Myers, 2014) found in his studies on norm formation that the group norm lasted even a year after the initial experiments, while Milgram (as cited by Myers, 2014) found physical proximity of the authority figure was a predictor of obedience in that obedience went down the further the authority figure physically was. Though conformity and obedience are not completely different, conformity obedience can be interchangeable when the hierarchy is seen as a group with which individuals can identify. Reicher, Haslam and Smith (2012) argue that Milgram 's (1965, 1974) famous obedience experiment isn 't simply blind obedience but individuals identifying with the figure of authority and conforming to expected norms. In some cases when individuals felt the authority figure 's beliefs were dissimilar to their own they immediately withdrew from
In 1951, Solomon Asch carried out several experiments on conformity. The aim of these studies was to investigate conformity in a group environment situation. The purpose of these experiments was to see if an individual would be swayed by public pressure to go along with the incorrect answer. Asch believed that conformity reflects on relatively rational process in which people are pressured to change their behaviour. Asch designed experiments to measure the pressure of a group situation upon an individual judgment. Asch wanted to prove that conformity can really play a big role in disbelieving our own senses.
Unlike many of his colleagues at the time who were focusing on psychopathology, or what is wrong with individuals, he focused on how individuals are motivated to fulfill their potential and what needs govern their respective behaviors (McLeod)). Maslow developed the hierarchy over time, adjusting from a rigid structure where needs must be met before being able to achieve a higher level, to where the individuals can experience and behave in ways across the hierarchy multiple times daily depending on their needs. The hierarchy is comprised of 5 levels; Physiological, Safety and Security, Love and Belonging, Esteem, and Self-Actualization. The bottom two levels are considered basic needs, or deficiency needs because once the needs are met they cease to be a driving factor, unlike psychological needs. Loving and Belonging and Esteem needs are considered psychological needs, and are different from basic needs because they don’t stem from a lack of something, but rather the desire to grow. Maslow theorizes that individual’s decisions and behavior are determined based on their current level of needs, and the ideal level to achieve full potential culminates in self-actualization; however, operating on this level cannot be achieved until the preceding levels of needs have been
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
U.S. Department of Education, (2014). Welcome to the U.S. Department of Education, Office of Special Education Programs’ (OSEP’s) IDEA website. Retrieved on January 12, 2014, from U.S. Department of Education: http://idea.ed.gov/explore/home
This not only relates to the overall idea of the individual’s actions based on group influence but also alludes to the sub idea of the group of the classroom and how the individual does not want to be seen as lesser by giving a wrong answer. In doing this the group influences the individual to go along with the main idea of the group. In this experiment when given three lines to decide which one is more closely related to the original line it was found that the individual, that was part of the experimental group, would often pick the wrong answer to go along with the group (Baron, 2012). The influence stems from the group all choosing the wrong answer then the individual begins to believe that there is something wrong with the answer they had originally chosen due to the fact that the group overall has made a majority answer. The group itself can present tangible influence when they look to the individual to answer. That moment when the group looks toward the individual is where the influence becomes more concrete and the individual’s own beliefs begin to waiver because they believe that perhaps they are wrong and the group is correct
...uire to development special education systems and inclusive programs, must be able to accept the possibility for total reconstruction of their current system. The administrators must plan extensive training to all members of the organization to better inform, educate and implement the desired program or system. As inclusion becomes more widespread, research and data must be analyzed to determine specific, effective strategies in creating successful systems for the school, community and most of all, people with disabilities (Wisconsin Education Association Council, 2007). Once there is appropriate research and data to show positive outcomes and strategies for offering effective inclusive education, educators and administrators must make the best of what information is currently available today and continue creating equal opportunities to quality education for all.