| << Chapter < Page | Chapter >> Page > |
We all like to fit in to some degree. Likewise, when we want to stand out, we want to choose how we stand out and for what reasons. For example, a woman who loves cutting-edge fashion and wants to dress in thought-provoking new styles likely wants to be noticed, but most likely she will want to be noticed within a framework of high fashion. She wouldn’t want people to think she was too poor to find proper clothes. Conformity is the extent to which an individual complies with group norms or expectations. As you might recall, we use reference groups to assess and understand how to act, to dress, and to behave. Not surprisingly, young people are particularly aware of who conforms and who does not. A high school boy whose mother makes him wear ironed button-down shirts might protest that he will look stupid––that everyone else wears T-shirts. Another high school boy might like wearing those shirts as a way of standing out. How much do you enjoy being noticed? Do you consciously prefer to conform to group norms so as not to be singled out? Are there people in your class who immediately come to mind when you think about those who don’t want to conform?
Psychologist Solomon Asch (1907–1996) conducted experiments that illustrated how great the pressure to conform is, specifically within a small group (1956). After reading the feature, ask yourself what you would do in Asch’s experiment. Would you speak up? What would help you speak up and what would discourage it?
In 1951, psychologist Solomon Asch sat a small group of about eight people around a table. Only one of the people sitting there was the true subject; the rest were associates of the experimenter. However, the subject was led to believe that the others were all, like him, people brought in for an experiment in visual judgments. The group was shown two cards, the first card with a single vertical line, and the second card with three vertical lines differing in length. The experimenter polled the group, asking each participant one at a time which line on the second card matched up with the line on the first card.
However, this was not really a test of visual judgment. Rather, it was Asch’s study on the pressures of conformity. He was curious to see what the effect of multiple wrong answers would be on the subject, who presumably was able to tell which lines matched. In order to test this, Asch had each planted respondent answer in a specific way. The subject was seated in such a way that he had to hear almost everyone else’s answers before it was his turn. Sometimes the non-subject members would unanimously choose an answer that was clearly wrong.
So what was the conclusion? Asch found that 37 out of 50 test subjects responded with an “obviously erroneous” answer at least once. When faced by a unanimous wrong answer from the rest of the group, the subject conformed to a mean of four of the staged answers. Asch revised the study and repeated it, wherein the subject still heard the staged wrong answers, but was allowed to write down his answer rather than speak it aloud. In this version, the number of examples of conformity––giving an incorrect answer so as not to contradict the group––fell by two thirds. He also found that group size had an impact on how much pressure the subject felt to conform.
The results showed that speaking up when only one other person gave an erroneous answer was far more common than when five or six people defended the incorrect position. Finally, Asch discovered that people were far more likely to give the correct answer in the face of near-unanimous consent if they had a single ally. If even one person in the group also dissented, the subject conformed only a quarter as often. Clearly, it was easier to be a minority of two than a minority of one.
Asch concluded that there are two main causes for conformity: people want to be liked by the group or they believe the group is better informed than they are. He found his study results disturbing. To him, they revealed that intelligent, well-educated people would, with very little coaxing, go along with an untruth. He believed this result highlighted real problems with the education system and values in our society (Asch 1956).
The size and dynamic of a group greatly affects how members act. Primary groups rarely have formal leaders, although there can be informal leadership. Groups generally are considered large when there are too many members for a simultaneous discussion. In secondary groups there are two types of leadership functions, with expressive leaders focused on emotional health and wellness, and instrumental leaders more focused on results. Further, there are different leadership styles: democratic leaders, authoritarian leaders, and laissez-faire leaders.
Within a group, conformity is the extent to which people want to go along with the norm. A number of experiments have illustrated how strong the drive to conform can be. It is worth considering real-life examples of how conformity and obedience can lead people to ethically and morally suspect acts.
Think of a scenario where an authoritarian leadership style would be beneficial. Explain. What are the reasons it would work well? What are the risks?
Describe a time you were led by a leader using, in your opinion, a leadership style that didn’t suit the situation. When and where was it? What could she or he have done better?
Imagine you are in Asch’s study. Would you find it difficult to give the correct answer in that scenario? Why or why not? How would you change the study now to improve it?
What kind of leader do you tend to be? Do you embrace different leadership styles and functions as the situation changes? Give an example of a time you were in a position of leadership and what function and style you expressed.
What is your leadership style? The website (External Link) offers a quiz to help you find out!
Explore other experiments on conformity at (External Link)
Asch, Solomon. 1956. “Studies of Independence and Conformity: A Minority of One Against a Unanimous Majority.” Psychological Monographs 70(9, Whole No. 416).
Boatwright, K.J. and L. Forrest. 2000. “Leadership Preferences: The Influence of Gender and Needs for Connection on Workers’ Ideal Preferences for Leadership Behaviors.” The Journal of Leadership Studies 7(2): 18–34.
Cox, Ana Marie. 2006. “How Americans View Hillary: Popular but Polarizing.” Time , August 19. Retrieved February 10, 2012 ( (External Link) ).
Dowd, Maureen. 2008. “Can Hillary Cry Her Way to the White House?” New York Times , January 9. Retrieved February 10, 2012 ( (External Link) ).
Kurtieben, Danielle. 2010. “Sarah Palin, Hillary Clinton, Michelle Obama, and Women in Politics.” US News and World Report , September 30. Retrieved February 10, 2012 ( (External Link) ).
Milgram, Stanley. 1963. “Behavioral Study of Obedience.” Journal of Abnormal and Social Psychology 67: 371–378.
Simmel, Georg. 1950. The Sociology of Georg Simmel . Glencoe, IL: The Free Press.
Weeks, Linton. 2011. “The Feminine Effect on Politics.” National Public Radio (NPR), June 9. Retrieved February 10, 2012 ( (External Link) ).
Notification Switch
Would you like to follow the 'Introduction to sociology' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|