Background of The Study

Peer Pressure in High School Peer Groups: Individuality vs.
Conformity 1
Chapter 1
Introduction
Background of the Study
Humans are social beings who spend most of their lives associating and forming close
relationships with one another (Brown, 1982 as cited in Yunus, Mushtaq, & Qaiser, 2012).
They are surrounded by fellow people such as parents, siblings, teachers, and friends. In
school, high school students mostly interact with their own groups of friends－their peers.
Peer Groups is the term used by sociologists to pertain to a band of adolescents or teenagers of
approximately the same age (Wattenberg, 1955). These groups may command zealous loyalty
from its members and belonging to such Peer Groups can provide psychological security to
adolescents; for a lot of teenagers, membership to these Peer Groups is essential to happiness
(Wattenberg, 1995). As a result, individuals, including teens, would often try to conform to the
behavior and attitudes of their peers (Paluck, 2010). Humans have two principal goals:
connecting to fellow humans, and defining one’s self; and to achieve these goals, individuals
are led to conform to or to adopt the common behaviors of peers within their social group
(Crandall, Eshleman, & O’Brien, 2002 as cited in Paluck, 2010). This gives the idea that
attitudes and behaviors exhibited by peers within the peer group may influence the individual
who belongs to the group. Such a social force influences an individual’s life in different ways
and exerts him to learn adaptive behavior (Cherniss & Sluke, 2002 as cited by Yunus et al.,
2012).
Peer pressure may be defined as the influence brought about by friends or peers,
commonly of the same age, that pushes an individual to do something he or she wants or does
not want to do (Yunus et al., 2012). Peer Pressure is also considered a reason an individual
feels the need to conform to the behaviors, attitudes, or norms of the social group or Peer
Group he or she belongs to or wants to be in (Petal, 2007; Clasen, & Brown, 1985 as cited in
Peer Pressure in High School Peer Groups: Individuality vs. Conformity 2
Yunus et al., 2012). Such observations on social group conformity can be used in studying
conformity in high school peer groups.
According to Cotterell (1996), belonging or being a part of a certain group has
psychological effects on the individual which can lead to certain changes in his nature.
Cotterell also stated that this is the reason why individual behavior cannot be explained by
merely knowing just the individual. To better explain this, “when people act as a group, their
[behavior] is best understood not as different members of the group acting in terms of their
personal identities, but as ‘individuals acting in terms of shared identity’ [(Turner, 1991)] and
a shared cognition of themselves” (Cotterell, 1996).
The present paper tackles the power of conformity in groups and how it influences
adolescents, given the conditions that they identify themselves as a part of a certain peer group
and that this peer group is formed in a high school setting. Peer pressure may alter how one
thinks, feels, and acts. It may also influence what type of behaviors one engages in. The study
will look into how pressure to conform inside the peer group can affect individualism in three
specific and interconnected aspects of an adolescent’s life: 1) how they perceive the norms in
their peer group, 2) how they act according to this perception, and 3) how they feel their
individuality is being affected by this perception and the acts that result from it.
Statement of the Problem
The research aims to answer the following questions:
1. How does an individual teenager who considers himself part of a peer
group perceive (in terms of the need for fitting in and acceptance) his or her
group’s norms?
2. How are one’s actions being affected by this perception of his peer group’s
prevailing standards?
3. From the perspective of the individual, how is his individuality being affected
by his actions brought about by his perception towards the peer group norms?
4. Why does a teenager conform to the ideals of the social group he belongs to?
5. To what extent are the impacts of peer pressure on the different aspects of one’s
individualism?
Objectives of the Study
The research aims:
 To explore the nature of peer pressure within high school peer groups and how it
leads to conformity that affects the individualism of its members.
 To delve deeper into the concept of peer pressure and how it affects the different
aspects of an individual’s identity apart from the social group he is entitled to.
 To discover how members of certain peer groups perceive (whether they are
important to belonging to the group or not) the ideals prevalent in their peer group.
 To find out whether actions and thoughts of members are based (consciously or
unconsciously) on the norms within the peer group.
 To contribute to existing discussions about the topic by taking into consideration
the current situation in high schools of Metro Manila.
Significance of the Study
As many coming of age and teenage flicks show, high school cliques are a big part of
adolescence and teenage life. It is also evident that while there are certain cliques in high
school, one tries to fit in perfectly into groups, thus, changing one’s appearance, attitude and
the like. These stereotypical shows and movies combined with observations in a familiar high
school environment have alarmed the group and brought the researchers to a realization about
the power of conformity. The researchers intend to find out how adolescents interact within
the peer group, whether they do or do not conform to the group’s ideals, and how this affects
them as an individual. The researchers seek the importance of studying social psychology and
cognitive group thinking that is a main factor in the increasing drop-out rate in schools all over
the world (Chung & Steinberg, 2006). Adolescence is also a stage wherein teenagers are
transitioning into adults thus bringing about identity crisis. When adolescents strive to find
their identity, all the more do peer groups come into the picture. Therefore, it is essential to
focus on adolescent peer pressure as to better understand the human mind. The findings of the
study will result to the benefit of society, most especially teenage high school students, by
helping them understand the phenomenon of conformity, how it affects their individual
opinions and actions, and how to deal with these effects shall the time come that they will be
confronted with them. Bringing people to understanding and raising awareness about the
negative and positive effects of peer pressure and conformity on individual teenagers in Metro
Manila may contribute to ongoing researches that study the same topic but are set in different
cultures and places. In an economic aspect, the study shall be a guide to peer and individual
counseling. The study aims to help bereaved adolescents. Statistical analysis proved that peer
group counseling needed more improvement (Quarmby, 2007). Thus, the study may help in
adding to the body of knowledge and help in the improvement of peer counseling sessions and
psychology as a whole. Since the study is conducted on high school students, the research can
also provide better understanding to guidance counselors who may not always completely
understand the situation of the adolescents they are counseling. The research group believes
that by studying the power of peer pressure and conformity, minimizing the negative sides to
peer interaction in adolescents will be attainable.
Scope and Limitations
The researchers decided to study the phenomenon of peer pressure within high school
peer groups, leading to conformity and consequently affecting individualism. The researchers
chose three schools in Metro Manila where they will perform sampling and data gathering:
Ateneo de Manila High School, St. Scholastica’s College-Manila, and Manila Science High
School. The research constitutes of limited types of schools for their key informants due to
feasibility and time constraints. The following institutions are: all boys private - sectarian, all
girls private - sectarian, and co-ed public science- non-sectarian, respectively. The
researchers have chosen the aforementioned schools because the following factors may or may
not affect social psychology in the research: gender diversity, social status, and environment
which may possibly result to different experiences on peer pressure, conformity and
individualism due to the varied types of environment the participants may be in. The
researchers also limited the number of participants to two from each school for more in-depth
interview results, since the research is rather qualitative more than quantitative. Also, the study
will be limited to Metro Manila, specifically in the above mentioned schools due to their
familiarity. The research will be conducted on adolescents, specifically 13-18 years of age
studying in high school. Since the study shall be about peer pressure in high school,
out-of-school youth are also excluded from the study. Any gender or sexuality are feasible for
interview as to encourage gender diversity and difference in experience. The study will focus
on peer pressure within the peer group; thus, any factor outside of the peer group affecting
one’s individuality is not the concern of the present study. Also, the study will only discuss the
following specific aspects: teenagers’ perception of peer group norms, teenagers’ actions
affected by their perception of peer group norms, and how their individuality is being
affected by their perception and actions in line with such the peer group norms.
Chapter 2
Review of Related Literature

Previous studies of great importance that subsequently provide a foundation to the present
research and shall be discussed in this chapter. These studies include actual and highly similar
researches such one conducted by Mushtaq, Qaiser and Yunus (2012) concerning Peer
Pressure and Adaptation solely among Pakistani adolescents particularly in Gujrat City. In
relation to this study are three other researches that all concern Peer Pressure’s negative and
positive effects among adolescents. The discussion of these effects can serve as a springboard
for our research’s main focus which furthers on the effects of Conformity and Individualism
among high school students in the Metro Manila. In relation to this, another study as
conducted by Lajom, Canoy, Amarnani, Parcon, and Valera of great correspondence will be
discussed. This research studied how the concept of “barkadahan” or group settings in a
Philippine context is the most influential aspect of an adolescent’s life.
Apart from the aforementioned researches, theories proposed in relation to this study shall
also be discussed in this chapter. The first of the two main theories is Becker’s proposed
Labeling Theory (1977) that simply narrows down the pertinence of Labeling in creating
social distinctions and even peer labels. The second theory is known as Asch Conformity
(1951) coined after its main proponent Dr. Asch. This study dishes out on the power of
conformity tested through a series of experiments.
In the latter part of this chapter, another theory will be discussed known as the Groupthink
Theory by Irving (1972) that shows the extent of what cliques, “squads” or groups mean to
humans of different age groups. This theory is a key study in the research’s Theoretical
Framework; moreover, the chapter will discuss the main concepts with regards to the research
and define both technical and key terms therein.
Peer Pressure and Adaptation
Mushtaq, Qaiser, and Yunus (2012) in their study Peer Pressure and Adaptive
Behavior Learning: A Study of Adolescents in Gujrat City, focused on the influences of Peer
Pressure to adolescents’ ability to adapt. Adaptive behaviors was defined by the research as
“the ability to effectively meet social and community expectations for personal independence,
physical needs and interpersonal relationships expected for one‘s age & cultural group (as
cited in Horvart, Block & Kelly 2007).” The researchers found that the Peer Pressure results
to a positive effect in the adaptive abilities of the key informants given that they received the
apt amount of Peer Pressure. They further discussed how the educational roles of the key
informants subjected to the research do not play a role concerning adaptive behaviors; thus,
concluding no educational group is related to adaptive behaviors in learning.
Positive vs. Negative Effects of Peer Pressure among Adolescents.
Armengol and Jackson (2008) discussed a model in which Peer Pressure can lead to
raising or lessening tendencies of humans to do certain actions. The researches greatly
emphasized the differences between the positive Peer Pressure and negative Peer
Pressure.
Similar to the research above, Howard in 2004 (as cited in Khodadady &
Zabetipour, 2013) reviewed existing literature about peer influence and showed the
positive and negative aspects of peer influence among adolescents. The historical
development of peer influence was also discussed in the study. It was said that, in
relation to academic performance and socialization, peer influence one of the main
factors that can affect the aforementioned subtopics in today’s context. Howard also
mentions that peer influence evidently affects engagement in delinquent behavior,
moral beliefs and the like. In a like manner, a research was conducted focusing on
how adolescents could, due to peer pressure, adapt to certain socially acceptable
“norms”. This is one observable positive effect of Peer Pressure.
Kinney (1993), as said, conducted a research that dealt with how adolescent
experiences from middle school transitioning to high school can have a positive impact
on their Social Labels. They concluded that less known students in middle school, after
having undergone several social interactions and peer relationships, found themselves
transitioning accordingly from this social label to the socially constructed “norm” in
high school.
Peer Groups among Filipino Adolescents
Lajom, Canoy, Amarnani, Parcon, and Valera (2009) focused on Filipino adolescents and
cruciality of the role “barkadahan” or peer groups in the Philippines with regards to their
norms and values. Their findings show that revelation of true self to peers, consistency of
behavior, help and protection among the peer group, and “pakikisama” or smooth
interpersonal relations are among the norms of the Filipino“barkada.” The paper also
discovered Filipino adolescents values are affected mostly by how they value themselves (as
an individual) and how they value their peers.
Labeling Theory by Becker (1977)
Bucholtz in 2001 (as cited in Eckert, 2003) discussed how labeling play a significant role
in creating social distinctions or social labels. In relation to this, Eckert and McConnell-Ginet
in 1995 (as cited in Eckert, 2003) conducted a research on how these social labels do not
abstractly come about, but instead through interaction of people in various situations.
As discussed by Birzer and Durham (2013), Labeling Theory suggests that the label
imposed on a certain person may lead to engagement in behavior usually caused by the
respective label imposed. Peer labeling can also influence juvenile behavior. The researchers
concluded that due to the amount of time adolescents spend with their peers, a great amount of
influence on their social and identity development is brought about by the phenomenon of Peer
Labeling.
Conformity
Asch (1951) proves in his study that politeness is a factor in high conformity rate with
regards to social norms through an original experiment that was conducted aiming to see
whether the participants would conform to wrong answers of majority of their peers in a test
provided. Asch also validated that conformity rate is higher on females as males show around
half the effect of females when tested in same-sex groups.
In a study by Hui & Buchegger (2009), a horizontal view on social influence is presented,
showing the probability of a certain group to join online social networks such Flickr,
LiveJournal, and Youtube. This study is supported by the Groupthink Theory by Janis Irving
(1972) in which a member of a group automatically conforms to the majority to show loyalty
in peer relations. The research was conducted on people with the same interests and had
presented a simple social influence model that proves that Groupthink directly influences the
joining process of individuals in online social networks.
To put simply, all aforestated studies concerning the various effects of Peer Pressure in
both foreign and Philippine settings and the main theories, Labeling Theory, Asch Conformity,
and Groupthink Conformity, serve as relevant cross references and aid in line with the current
research’s data gathering and analysis procedures consequently.
Theoretical Framework
Theories that serve as foundations for the current research shall be discussed within this
section of the second chapter. These theories, namely Labeling Theory, Asch Conformity and
Groupthink Theory can be further narrowed down into two categories. The first of which is the
category that is more concerned with the effects posed by social labels among adolescents.
Under this category is the Labeling Theory of Becker (1972). The second category deals with
conformity among groups. Under this are the two theories, Asch Conformity by Asch (1951)
and Groupthink Theory by Irving (1977). The main concept of both theories is that conformity
is a very powerful phenomenon among groups. The only key difference is that Asch
Conformity shows groups as a whole portray this phenomenon while Groupthink Theory goes
for a more individualistic approach.
Labeling Theory by Becker (1972)
Labeling Theory proposes that identifying a person under a specific social label can
eventually affect his or her behavior with respect to the label imposed. A study conducted by
Durham and Birzer (2013) stated how the acceptance of a label among people leads to
portrayal of one’s self in accordance to the accepted label; therefore the more negative labels
are given to adolescents, the more likely they are to engage in socially unacceptable acts.
Social labels also often result in an exclusion of an individual from a certain group.
However, once an adolescent has identified himself as part of a certain social label, he will
immediately become attached to the certain social group he or she identifies with. Considering
the amount of time spent by adolescents with their peers, peer influence is considerably strong
when it comes to an adolescent’s self-perception.
The said study also identified four major themes in peer labeling phenomenon: impact,
acquisition, neutralization, and maintenance. The impact of peer labeling leaves adolescents
debating whether they should conform to the rules of society or to the set of rules of their peer
groups. When the adolescent begins to self-label and accept their identity as a part of the social
group, the process of acquisition takes place. In the the next theme, neutralization, adolescents
who engaged in misbehavior ended up blaming their peers and the society itself for their
choices. This shows how the adolescents recognize the influence of their peers and society to
their own decision-making. The last theme, maintenance, finds the peers choosing either to
stay in the group they have become a part or to abide by the society’s rules, their decisions are
parallel to their own values, ideas, and principles as an individual.
Asch Conformity by Asch (1951)
This theory, proposed by Asch of Swarthmore College, made use of an original
experiment called the “vision test.” In this experiment, 123 male participants were each put
into a group of five to seven confederates working for Asch. Each participant was given a card
with a “reference line” and another card with three lines labeled a, b and c. Series of questions
were asked such as which line matched the length of the reference line, which lines were the
same length, and the like. Each participant was asked to answer last or next to last to see
whether or not he will conform to the wrong answers to be given by the confederates, and
whether or not he will change his answer to match that of his group mates, even if these
answers were the wrong ones.
Dr. Asch hypothesized that the majority of the participants would not conform to giving
the obviously wrong answer but the results debunked this hypothesis showing that only 24%
of the participants did not conform to giving the wrong answer. The participants provided
incorrect answers on a high proportion, specifically 32% of the questions.
Overall, there was a 37% conformity rate by the participants in average. Variations of the
study showed that conformity is higher in a larger group and that in terms of gender, males
show around half the effect than females do. Asch also proved that conformity is higher among
members in an in-group.
This theory is one of the essential basis of the current research’s data analysis and
interpretation for further results and discussion.
Groupthink Theory by Irving (1972)

In 1972, Irving devised an influential theory on group decision making called the
Groupthink Theory wherein maintenance of group loyalty and unity or cohesiveness weighs
more than realistic and moral views. Hence, Groupthink is a result of group cohesiveness.
Groupthink is most likely occur under the following given circumstances: high level of loyalty
and cohesiveness, isolation from contrary beliefs and leadership of a dictatorial or directive
head. The goal of Irving's study is to present the negative outcomes of Groupthink in
decision-making. The negative outcomes of which may be: limited alternatives for the group,
no views on expert opinions and selective or highly filtered information. In contrary,
Groupthink is essential in decision-making and may be applicable and effective in meetings
and confidential matters.
Conceptual Framework
Peer Pressure
leads to
Human Social
Adaptation Labels
Sub causes Effects

Sub causes
Figure 1. Conceptual Framework.
As shown in Figure 1, Peer Pressure, the main phenomenon in the present research
leads to two main things which are conformity and social labels. The key concept of this study
is to expound on the sub causes and effects whether positive or negative to the sample which is
narrowed down among students in High School studying in Metro Manila. Conformity is
mainly caused by human nature and self-esteem brought about by this nature. The want to
belong is urged by the main fact that we are humans and it is part of our daily lives most
especially among adolescents. Apart from this, the extent of individualism plays an important
factor for the more individualistic a mindset of a person, the less probability that he or she is to
conform; thus, this concept poses various psychological and social effects depending on the
peer groups and the group’s values.
Social labels among high school students are caused by forged human interaction. The
root of this is once again human nature in general. The effects can result to both positive and
negative or in between the two. Among the downright negative effects are stereotyping or also
known as hasty generalizations and “norms” which are mere Social constructs; however, some
of the effects known to be positive and negative depending on the circumstances are peer
groups and their impact on individuals particularly adolescents.
All concepts above shall be further supported by the discussed theories. Labeling Theory,
Asch Conformity, and Groupthink Theory are intended to be considered in evaluating
adolescent peer interaction within their own age groups. The paper intends to answer how
Labeling Theory applies to certain high school groups in Luzon and how this results to forged
human interaction; within such social groups, the researchers intend to evaluate interactions
and conformity using the two remaining theories.
Definition of Terms
Adaptation. Adaptation is the gradual adjustment of individual, affecting his social
endeavors and interactions in the cultural environment he is in.
Adolescence. Adolescence is the stage of development wherein there is a transition from
childhood to adulthood, leading to maturity.
Adolescent. An adolescent is a young individual going through adolescence
(transitioning from childhood to adulthood).
Conform. To conform is to be submissive and act in accordance with prevalent standards
or the social norms of an environment.
Identity. Identity is being distinguishable from other people, given the unique
characteristics and labels possessed by an individual.

Individuality. Individuality is the quality that makes one person or thing distinctive from
all others.
Label. A label is a term that defines something or someone and dictates his identity, given
the perception of the society towards him.
Labeling Theory. Labeling theory is a theory, highly associated to stereotyping, that
explains how “labels” used to define and classify individuals may affect and establish their
self-identity and social conduct.
Morals. Morals are the principles that govern human behavior and categorize actions unto
what is right and wrong.
Norms. Norms are the consensus of culturally-molded values, customs, and traditions that
represent a society’s perceived and informally understood knowledge on how an individual
must act based on what others do and think that they should do in the environment they thrive
in.
Peer. A peer is someone belonging to the similar societal group and is considered an equal
in different aspects.
Peer Pressure. Peer Pressure is the social pressure by peers that pushes an individual to
conform, begetting acceptance and belongingness of one’s peer group.
Self-Esteem. Self-Esteem is the confidence and sense of fulfillment one has towards his
self.
Social Labeling. Social Labeling represents a manner of creating distinction and
identifying people.
Stereotype. A stereotype is the unfair belief that labels an individual or a particular group
of people with common characteristics.
Teenager. A teenager is someone in his or her youth, specifically those whose ages range
from 13 to 19 years old.

Chapter 3
Methodology
This chapter aims to discuss the different approaches and methods the researchers seek to
apply in their data gathering and data analysis. In line with the research topic of Peer Pressure,
the researchers decided that a qualitative approach is most appropriate. Through such
approach, the researchers will be able to have a clearer understanding of the experienced
reality of the participants. The experienced reality of the research participants is essential to
answering one of the research questions that would then arrive to ascertaining the extent of the
effects of Peer Pressure to high school students in Manila Science High School, Ateneo de
Manila High School, and St. Scholastica’s College-Manila. Through individual accounts of
participants gathered through in-depth interviews, interaction with the research subjects
themselves, and immersion to the environment of the participants ― some key characteristics
of qualitative data gathering ― the researchers will be able to provide a holistic and
comprehensive analysis of the topic under discussion. Such analysis will be harder to achieve
using statistics or numerical data gathered through surveys or polls.
Research Design
The research study is a qualitative research for it wishes to explain a phenomenon, most
typically not involving the use of quantifiable data, but rather a deep understanding of the
study of interest. This qualitative research will focus more on trying to provide reason for the
known occurrence rather than a hypothetical prediction concerning such occurrence. Through
the qualitative approach, the researchers are able to come up with holistic discoveries through
high involvement of people's actual experiences (Creswell, 2002 as cited in Williams, 2007).
The qualitative study will be carried out by the researchers through conducting in-depth
interviews with the two students each from three designated schools to be subjected to the
research. The selection of these schools was tailored in a way to optimize the study for the
study is inclusive of one all boys school (the Ateneo de Manila High School), one all girls
school (St. Scholastica's College-Manila) and a co-ed institution (Manila Science High
School); thus, allowing the researchers to delve into the phenomenon being studied in different
school settings. On the other hand, the selection of the participants shall be completely up to
the conditions the school shall present to the researchers. Regardless of whether the school
gives the researchers the freedom to hand-pick the key informants or not, the sampling method
is still non-probability sampling and to be more specific, purposive in nature. The key
informant technique is a common example of the aforesaid type of sampling (Bernard, 2002;
Garcia, 2006; Gustad, Dhillion & Sidibe, 2004; Jarvis et al., 2004; Lyon & Hardesty, 2005 as
cited in Tongco, 2007). Key informants are the reflective participants to the study who are
willing enough to contribute to the body of knowledge, the study itself (Bernard 2002;
Campbell 1955; Seidler 1974; Tremblay 1957 as cited in Tongco, 2007). The sampling
technique to be utilized paves way for the key informants to be most apt people to be subjected
to the study.
Once the sampling method has been carried out, the researchers shall proceed to actual
data gathering. The method for data gathering is through semi-structured interviews. These
interviews thereby comprise of research instruments, semi-structured questionnaires, that
allow restrictions to simmer down at a minimum level while providing follow up questions
that further delve into the individual’s stand on the topic discussed in the study. According to
Annum (2016), these questionnaires call for detailed responses to the queries involved that
permit the free flow of thoughts and answers from the key informants. The thoughts would be
guided by a structure to ensure that data retrieved will parallel that of the data necessary to
discuss the study. The researchers shall divide the labor among themselves, splitting into
groups to conduct the aforementioned data gathering among all the indicated institutions and
their participants. The date of data gathering shall lie between the days of the first to second
week of September 2016.
After carefully gathering the needed data, the researchers shall proceed to analysis and
interpretation, making use of the garnered data and information from the key informants that
partook in the the data gathering. The strategy of phenomenology shall be utilized for this part
of the study. Creswell (1998 as cited in Williams, 2002) states that when using this strategy for
methodology, the fundamental nature is to seek the main underlying meaning of experiences
through understanding them fully as well as finding out the level of intention of these
experiences. Once this step has been accomplished, the researchers shall finalize the study and
paper therein.
Research Participants
The representative sample serving as the key informants for this research are adolescents,
particularly high school students falling under the age bracket of 13-19 years old. Three high
schools (all girls, all boys, and co-ed) located in areas of Metro Manila are to partake in the
research interview to be conducted by the researchers. Two key informants, coming from each
institution, shall be interrogated to make the research more in depth and focused on the extent
of the phenomena unto individuals involved.
A letter of permission addressed to the partaking research key informants of the
designated schools containing the intent of conducting the research shall be disseminated. The
researchers shall ask permission from the school administrations to conduct an interview
among its students, becoming the initial action exhibited beforehand. Two students randomly
coming from any high school grade level shall be chosen; no labels, distinctions, or designated
characteristics shall be used to determine the key informants. Data gathering shall commence
beyond school hours, as to not distract and pressure the key informants inevitably leading to
shallow answers, as well as enable the researchers to have enough time for a conducive
interview process and be able to garner and extract essential information relevant to the study.
Sampling
The researchers will be using purposive sampling in choosing their participants for their
study. Purposive sampling which is also known as judgment sampling, is the “deliberate
choice of a participant due to the qualities the participant possesses” (Etikan, Musa, &
Alkassim, 2016). Palys (2008) stated that engaging in purposive sampling signifies that the
researchers look at the process of sampling as a strategy to achieve their research objectives,
since sampling will be based on how they plan to go about with their research. One method of
Purposive Sampling is Typical Case Sampling which is a sampling technique used when
researchers have perked interests about a prevalent topic that is not unusual at all or is being
commonly experienced (Palys, 2008). In Typical Case Sampling (TCS), “[c]andidates are
generally chosen based on their likelihood of behaving like everyone else” (Etikan et al.,
2016). Purposive Sampling will be applied in this study since the researchers will be looking
for specific characteristics in participants to effectively answer their research questions. These
characteristics include being in high school, being in a peer group, and being between the ages
13-19. TCS will be used in this study due to the nature of the topic the researchers want to
discuss. Peer pressure among high school students is relevant and can be experienced by any
teenager in school.
The researchers will interview two participants from each of the following schools in
Metro Manila: Manila Science High School, Ateneo de Manila High School, and St.
Scholastica’s College-Manila. The small number is intended to achieve the research purpose
of an in-depth analysis of each participant’s experience to be able to obtain vital information to
subject to transcription, analysis, and interpretation that would then lead to answering the
research questions.
Research Instruments
Qualitative research is a paradigm that elicits perceived perspectives, meanings, and
experiences of its key informants. It delves deeper into information and is inclined to use
purposive sampling of a small number of informants. The qualitative paradigm paves way for
the discovery and exploration of phenomena, whether it be prevalent or regarded little
awareness. This research paradigm will then be incorporated in the study of peer pressure
within high school social groups leading to the conformity of teenagers in high schools of
Metro Manila.
For this research, the most effective mode of gathering data deemed by the researchers
will be through semi-structured interviews with the researchers’ key informants.
Semi-structured interviews are useful when gaining an in-depth understanding of a particular
phenomenon within a particular cultural context is needed. As for the questionnaires, they
shall also fall under the semi-structured type in accordance with the interview to be conducted.
Semi-structured interviews would initially present questions that are of necessity and are
required to be answered. Follow-up questions will then be provided, according to what would
be relevant to the study and would further support the answers provided by the key informants.
The follow-up questions shall depend on the individual answers of the interviewees, creating
variety yet strengthening their concepts and information nevertheless. This type of interview
would enrich the study for it would present the ideas and perspectives of the key informants
in a guided approach, and would seek to delve deeper into the the individual context of every
participant.
A less formal environment will encourage the participants to give authentic answers
which will be dictated by the questions in the questionnaires. For this to be possible, the use of
semi-structured typed of questionnaires will be needed and required. This will constitute
open-ended questions and will require in-depth answers in forms of free responses. Also
according to Zhang and Wildemuth (2009), one of the goals is to understand the language and
cultural of the interviewees from the interviewees’ perspectives.
In terms of transcription, the researchers shall record, via audio recorder, all the interviews
that will be conducted after consent has been given. Once all the audio has been obtained, the
researchers will then transcribe the answers of their key informants for data compilation and
analysis.
Procedures for Data Gathering
The researchers will be conducting an in-depth interview on at most six 13-19
year-olds in high schools (private all boys, private all girls and public co-ed) in Metro Manila,
specifically, Ateneo de Manila High School, St. Scholastica’s College-Manila, and Manila
Science High School, to give a deeper and more enriched understanding about peer pressure
that begets conformity among adolescents in high school, and how that conformity affects the
individualism of the receiving end. The interview also aims to extract genuine emotions and
experiences from the participants/interviewees relating to the power of conformity in groups
and peer pressure, as a general aspect. Thus, before the actual interview, the group will be
preparing generic, progressively being specific, interview questions for each interviewer as to
guide them accordingly. Also, the interview will be semi-structured.
Although professionalism shall be maintained, since the researchers shall be acquiring
information heavy on personal experiences, the group will be devising questions in which the
key participants may feel comfortable answering in a casual manner. The group will also
provide incentives or tokens for the participants of the interview as to somehow get more and
less likely filtered information. Logistics shall be taken into account [including location,
people, culture, and religion (if applicable)] before the research interview to further study the
participants and their environment. During the interview itself, the researchers shall record the
information received through written and audio recorded formats, given the favor of the
participants. The researchers may also bring a colleague to document the interview.
The interview shall also be one-on-one to avoid hindrances from the participants if
ever there are any. As aforementioned, the interview will be semi-structured thus, during the
interview, the researcher need not to follow the flow of queries but should accomplish and ask
all those stated in the interview questions, as well as be efficient and precise in giving
follow-up questions that would enrich the data. The interview shall last up to about half of an
hour to more than an hour. The length shall vary per interviewee depending on the data
provided by each key informant. Afterwards, the interview received is to be transcribed
accordingly and filtered by the group in order to make use of the essential information
necessary for the study. Since, the interview is inclined to psychology and experiences, the
group needs to eliminate unnecessary details and keep only the vital information. The group
should also look out for heavy biases and the likes in the statements of the key participants but
should always properly cite the source and avoid misinformation brought about the language,
grammar, biases, etc. Therefore, the procedures for data gathering are: planning, formulation
of research instruments, interview, transcribing, analysis, checking, and citing.
Procedures for Data Analysis
The researchers will apply phenomenological strategies in processing and analyzing
gathered data. Parallel to this approach, the researchers will set out to find themes or patterns
from the pool of data and information they gathered from interviews. Finding common factors
and elements from the interview results will help the researchers come up with a clear
description of the experience of the participants. Through thematic analysis, the researchers
will be able to figure out the structure of the phenomena and focus on a specific aspect ― in
this case, its extent ―to answer their research questions. The research of Braun and Clarke
(2006) suggests that thematic analysis is a commonly used yet poorly acknowledged and
underrated method of analysis in the field of psychology. They further suggest that this
method allows the flexible analysis of data, making it the researchers' choice for going about
the last part of the methodology of the research.
Chapter 4
Results and Discussion
This chapter shall consist of the research’s key informant demographics, the presentation
of data and in-depth analysis, and the summary of findings.
A qualitative approach was used in this study, incorporating thematic phenomenology
with the extraction and analysis of vital research data. The findings and data analysis shall be
discussed in themes, namely: Belongingness, Awareness and Censorship in Key Informant’s
Responses (under that would be the Unconsciousness and Peer Pressure in a Negative
Standpoint), Group Labels and Individual Roles, Perception of Group Norms, Conformity to
Group Norms, Reasons for Conforming, Extent of Conformity, Individualism (categorized
into the Suppression of Individuality, Expression of Individuality, and Considerations When
Stating Opinions), and Conformity vs. Individualism.
The research seeks to answer how an individual perceives the prevailing norms of the
social group he considers himself to be part of, and how he directs his actions and affects his
individualism based on his perceptions. The research also aims to state why conformity is
evident in social peer groups and the extent of this conformity.
Answering the research problems would enable the research to achieve its objective of
delving deeper unto peer pressure and the extent of its effects towards the individual. Other
objectives include knowing how existing ideals in a social group affect an individual’s
course of action and thought, and how conformity to those prevailing standards influences
the individuality of those under the peer group. Focusing at the context of the high schools
located within Metro Manila, this study intends to contribute to existing discussions about
the matter it tackles.
Process of Data-Gathering
The research proposal consisting of the research’s Chapters 1, 2, and 3 was drafted,
created, submitted, and revised. Once approved, the researchers began the formulation of the
semi-structured interview questionnaire that served as the guideline of the semi-structured
interview, the interview type deemed most appropriate for the study. A letter of permission
was also constructed.
The days that followed were the time allotted for booking of interviews with the
research key informants. On September 9 and 10, 2016, the researchers went to the three
educational institutions - Ateneo de Manila High School, Manila Science High School, and
St. Scholastica’s College - to conduct their individual in-depth interview with the key
informants. Two key informants coming from each school were interviewed after being
given a letter of permission. The duration of the interviews lasted at a range of ten minutes to
one and a half hour.
Transcription followed the interview process. The vital research data was then subjected
to data analysis respectively.
Demographics of Participants
An in-depth interview consisting of six key informants took place in different schools
as to prove the existence of peer pressure, high school cliques and the power of conformity
in adolescents as social beings. The researchers also wanted to prove whether or not
individualism is still present even in high pressures of conformity in teenagers in high school.
The key participants of the in-depth interview between 13-18 years old, studying in high
schools in Northern Luzon, specifically in Katipunan, Quezon City and Taft, Manila. The
participants were chosen in a purposive manner wherein they fit the descriptions and are apt
for the in-depth interview, namely 13-18 year-olds in high school, from either co-ed, public,
exclusive all-girls and exclusive all-boys schools from the aforementioned location. The
participants from Manila Science High School (public, co-ed) were Jarod Peñaflor, 15, from
10th Grade and Raia Catacutan, 15, from 10th Grade as well. The participants from St.
Scholastica’s College, Manila were Maria Rocelle Santos, 16 from 11th Grade and Rianne
Villanueva, 17, from 12th Grade. Lastly, the participants from Ateneo de Manila Senior High
School were Nikolai Calleja, 17, from 12th Grade and Aldrin Benedict Camba, 17, from 12th
Grade as well.
Table 1. Individual Identity of the Participants
Name Age Sex School
Calleja, Nikolai 17 M Ateneo de Manila University
Camba, Aldrin Benedict 17 M Ateneo de Manila University
Catacutan, Raia 15 F Manila Science High School
Peñaflor, Jarod 15 M Manila Science High School
Santos, Maria Rocelle 16 F St. Scholastica’s College, Manila
Villanueva, Rianne 17 F St. Scholastica’s College, Manila
Since the researchers delved into the topic of peer pressure, the key informants were
asked to share about their own peer groups and its collective labels. The interviewees were
asked to describe their own groups and how people from outside of the group perceived them.
Although all the interviewees acknowledged that they are part of a certain peer group,
collective labels, conformity and the peer pressure phenomenon are foreign key terms to
them. The key informants also refuse to have their groups named, be it by the in-group or
people outside the peer circle. Some key informants refused to give information or rather
classified their groups as “not labeled”. Only few of the key informants had specific group
names while others do not label their in-groups. While others are confined to small groups,
other interviewees consider their whole class as their peer groups, thus, having a larger
number in peers. All in all, the key informants acknowledge their being part of a peer group.
Table 2. Collective Identity of Interviewee’s Group
Name Group No. of Friends in Group Group/Collective Label

Name
Calleja, Nikolai - 5-6 people crazy ones
Camba, Aldrin Benedict - 5-6 people nerd
Catacutan, Raia - - -
Peñaflor, Jarod - - cool kids
Santos, Maria Rocelle Support 12 people class clowns

Group
Villanueva, Rianne Hildegard 42 people snob but funny
The researchers have also extracted information about the individual roles of the key
informants in their peer groups. The aforementioned is vital as to determine whether or not
individuality is still present in the power of conformity and peer pressure. Most of the
interviewees have identified themselves as a member in a group with a certain individual
label. The interviewees were also asked to describe how their roles are vital to the group or
how they act with regards or according to the role their peers have given/ labelled them.
While only one of the informants said that he had no role in the group as he pertains to his
group as equal. The interviewees had also described how they perceive the roles given to
them by their peer group members.
Table 3. Identity of Interviewee in the Peer Group

Name Role in Group Description
Calleja, Nikolai -confidant the person the group could talk to
Camba, Aldrin -mediator breaks the innate and extreme spontaneity in the
Benedict group
Catacutan, Raia -mediator the one to run to when beset with problems
Peñaflor, Jarod - -
Santos, Maria Rocelle -leader/ decides on everything and first to say her piece
bida-bida of mind
Villanueva, Rianne -guru gives advices when the group has problems
Data Analysis
The data collected were examined through thematic analysis under the main strategy
of phenomenological approach. The researchers delved into the main phenomenon of Peer
Pressure leading to conformity among High School students in Metro Manila Philippines by
studying the common themes and patterns that surfaced from the interviews performed. The
production of common themes and patterns were based on the similarities and differences in
the answers of each key informant subjected to the aforenamed study. Each theme and
pattern was further evaluated in the Chapter 5 of the research therein.
Belongingness
The primary question the key informants were subjected to was concerned
with the degree of belongingness and the assurance of belongingness in their group/s,
“squad/s”, clique/s and the like. Belongingness is the level of acceptance in one’s
peer group. The collectiveness of the six key informants’ answers show that all of
them acknowledge the fact that they do belong to at least one of the distinct peer
groups mentioned above. The most definite factor that, according to the key
informants, binds their peer group is the similarities of its members in different
aspects. These aspects were furthered into similar personalities, talents,
characteristics, norms, hobbies, values, time spent with each other, and other internal
considerations within the group.
Apart from the aspect of taking similarities into account, a number of key
informants stated that the feeling of belongingness is dictated by the sense of a family
within the group itself; moreover, these familial relations are heavily bound on the
groups similarities as previously discussed instead of mere bloodline. In addition,
there were answers that relate to the “feeling” of belonging. Therefore, belonging and
being accepted into a group is self-perceived by participants.
Awareness and Censorship in Key Informants’ Responses
Through thorough analysis of the key informants’ overall answers to the
semi-structured interview, findings suggest that most of them are conscious about
certain themes trying to surface in accordance with the study. Being in a conscious
state in the current research’s context simply refers to a state of awareness among the
key informants to the phenomenon occurring to them on an individual or peer group
level. For instance, they are conscious that some people who are not members of their
group label them in the setting of being a member in their respective groups; however,
certain instances also suggest two possibilities that show discrepancies in states of
consciousness. The first possibility involves the concept of unconsciousness while
the second possibility involves the concept of censorship of answers therein.
Unawareness of some aspects of the Phenomenon
Some of the key informants’ contradictory statements may be a result
of unawareness. This is simply a mere state of honest unawareness of certain
phenomena concerning themselves and their peer group. This state of

unconsciousness was most evident in four common responses among key
informants C, D, G and H’s response to the question, “Do you feel any Peer
Pressure right now?” which was a “no.” The fact that their answers to the
prior questions with regards to the aforesaid one suggested high occurrences
of Peer Pressure existing in a positive light for them, whereas it was discussed
in previous literature that an apt amount of the said phenomenon is actually
beneficial to human adaptation, showed their lack of awareness of such
occurrences embodying the said phenomenon therein.
Peer Pressure in a Negative Standpoint
The possibility of censorship of certain answers surfaced evidently on
how certain statements coming from the key informants themselves cancelled
out their other statements. For instance, in the interview conducted with
Student H, she confirmed to the researcher conducting the interview that she
believed she and her group was not being labeled by society but she also
stated that she has come to accept the possibility of people talking behind her
back because of the known fact that she is the only girl within her peer group.
These two premises clearly do not show any sign of consistency. In this event,
the high likeness that the key informant is fully aware of her statements
however, she chose to censor it for a number of reasons mainly the
association of the phenomenon “Peer Pressure” itself to negativity amid its
relativity based on its context.
Group Labels and Individual Roles
Analysis of the key informants’ reaction to the peer group’s labels imposed
by society and individual roles and/or labels mainly showed that respondents prefer
to go with the idealistic “no labels” paradigm yet acknowledge and accept the
presence of individual roles. To begin with, for social labels, keen analysis data
gathered shows that apart from the dislike for having “labels,” some key informants
also showed repellency from the term, “squad” which, in fact, is used to denote the
presence of a clique or peer group in present day context.
Perception of Group Norms
Out of the six participants, only one clearly stated that peer group norms or
ideals are not important to keeping the group together. Student A stated that “it
wouldn’t really matter as long as we know we are friends.” The rest of the
participants stated that peer group norms are essential because these are what makes a
group, saying that these group norms are some of the “few common things” they
share and these ideals “bind [them] together.” Studies have shown that peer reactions
likely affect self-worth among older adolescents (11th graders like the present
paper’s sample). In addition to this, findings from previous research suggested
cliques and peer groups operate in the same manner as friendships. If one member’s
attitude is not meeting with the others’ in some way, the friendship will most likely
be broken by the peers themselves. Peer group norms can be the measure of
acceptance in an adolescent peer group. This explains why in the present study, most
of the participants stated group norms are important, in keeping the group bound
together.
Conformity to the Peer Group Norms
Participants describe conformity to group norms as something that they would
do or not do depending on the situation. If the norm is in line with their individual
personality and their group’s personality then they would normally adhere to the
norms, saying that this is the reason why they are friends. Some participants also
showed strong resistance to conformity saying that peers must respect what each
individual member wants. However, participants also showed consideration of their
peers saying that they would consider the importance of the norm to their friends. If
they see that one thing is important to their peer than it is to them, they would gladly
agree with the peer or with the group. This can be traced back to the theme of
belongingness as when they want accepting reaction from peers when they show
consideration, they can get the more of the feeling and perception of belonging.
Reasons for Conforming
A common reason for conformity in accordance with the data gathered was the
value of action or abstract thought and its impact on the individual and peer group
itself. Three key informants suggested that conformity occurs when an act, opinion
etc. is important to the group or its other peers more than to the person who conforms
a.k.a. themselves. Simply put, this phenomena is an obvious embodiment of Peer
Pressure leading to conformity; thus, making Peer Pressure the main reason or key
drive to conformity among high school students.
On the other hand, the researchers also found that certain impulses can
trigger conformity in rare cases; however, although rare, these impulses can result to
extremities in extent of conformity thereby.
Extent of Conformity
Careful processing of the key respondents’ answers showed that the extent of
conformity ranges from mere human adaptation to extremities in certain cases as
aforementioned in the reasons to conforming above. In certain instances, conformity
was positively deemed with human adaptation due to the fact that conformity in these
cases did not harm others, did not harm the person who conformed and in a certain
way, benefited to the peer group and its members. In other cases, as supported by
interviews regarding the most extreme thing they have done for their group, the key
informants’ behavior showcased a great extent of conformity wherein the key
informants themselves would go out of their way and even hurt others for the peer
group’s sake or a peer’s sake for that matter. They also showcased extremities in their
responses in events of mutual hatred for the same person; considering one peer’s
enemies as the whole group’s enemy; and getting back at a person who has done
wrong to one peer.
Individualism
Participants were asked whether they feel their individualism is being
suppressed by conforming to their in-group ideals and what actions have they taken
to express their individuality to counter such suppression. All participants stated that
they have individual characteristics apart from the group stating that while they do
enjoy doing things and spending time together, they engage in activities that the rest
of the members of the group is not.
Suppression of Individuality. The participants have shared that in times
where most of the group members already agree on something, they would
rather not express an individual opinion that is opposing the existing
consensus for reasons that “they do not want to be that guy.” The participants
have opened up about being silenced or unheard inside the peer group.
Furthermore, participants have shared being judged by other people based on
the group they are in and feeling like they are losing themselves. This is
despite some of them denying the existence of a label imposed on their group,
thus reiterating the theme of censorship observed in the interviews.
Expression of Individuality. Participants have also been asked of actions
they have taken to make their individual voices inside the peer group despite
the suppression. One of them have shared that he and his group are “past that
level of level of friendship [where intervention is still needed.]” He simply
means that their friendship has lasted long enough for them to understand one
another’s individuality.
For the participants whose groups needed such intervention, they
shared the following ways of expressing individuality: talking to one member
of the group until the group starts to notice, and waiting for the discussion to
die down before they express an opposing individual opinion. They have also
shared allowing each one to talk, literally taking turns to hear one another’s
opinion.
Considerations When Stating Opinions. Participants have shared that
before they state their opinions, they consider the emotions their peers might
feel, and the logic and sense of their opinion.
Conformity vs. Individualism
When asked whether the power of conformity is stronger than individualism,
one participant declared that no, because “she always gets what she wants.”
Individual power might be true for her but not for the rest of the members of the peer
group. She rightfully admits this by saying that “[a]s for the other members, I feel
like the power of conformity is stronger since they just follow me.” The participant’s
statement suggest that the individuality of one member may result to the conformity
of the others.
To sum up the analysis, the researchers found that the presence of consistency
with regards to certain responses among the different key informants and lack of such
consistency regarding various topics ranging from Peer Pressure to Individualism
concerning only the key informants individual responses were the keys to generating
the major themes that were discussed above. The presence of consistency showed
that the phenomena was occurring regardless of discrepancies in environments and
other circumstances. The common lack of consistency as analyzed from individual
interview transcriptions, on the other hand, was also able to generate themes such as
censorship of answers or unawareness of the phenomenon. Thorough analysis
conducted was able to answer the research questions in earlier chapters and was
carried out into the conclusion of the study therein.
Summary
Overall, according to the data presented prior, there were themes that recurred
throughout the responses of the key informants. In terms of the perspective on a personal
level, the belongingness in one’s own peer group basically means how one feels belonged or
feels at home in the group. Unawareness, on the other hand, pertains to one’s unawareness of
the phenomenon as supposed to awareness that has resulted to a few answers becoming
filtered and censored, thus, altering their response as informants. There are also some cases
where negative peer pressure will occur when one feels the need to perform or adhere to an
ideal that is generally deemed as immoral or improper. Through this, we can be able to
determine the extent of conformity that has occurred, whether or not one’s own ideals and
values are still kept or completely abandoned. Though reasons of conformity vary, the
common reason based on on our data is when the act itself is very important to the peer
group. Because of this, aspects of one’s individuality may be affected through either
suppression or expression by one’s own character. This can manifest through the way they
bring themselves when with and without his or her peer group. According to some of the
researchers’ key informants stated that there were no concrete labels to the group nor
concrete perception. Instead, there is that one binding factor that makes the peer group a
group, which is determined by the members of the peer group itself. In relation to conformity,
there will be considerations before stating opinions within the peer group. Pros and cons are
carefully weighed and used as basis to whether or not to state the opinion.
Overall, the findings implicate that there are signs of peer pressure and conformity to
peer groups found in the high school setting, however, labeling does not necessarily occur
within and without the peer group. Labels do exist but these labels have little to no
significance to the key informants that in turn, affects the factors of peer pressure and
conformity very minimally.
The succeeding chapter will explain the integration of the implications and significance of
the research to different social and institutional aspects and/or sectors. This chapter will also
expound on how to improve this research and to further serve its purpose according to the
objectives as mentioned in the first chapter.
Chapter 5
Summary and Conclusion
In this chapter the summary, conclusion, findings, implications, and
recommendations of the present study shall be discussed. In the summary section is the
restatement of the paper’s objectives, research design, and findings. Found in the conclusion
section is the result of the study’s Phenomenological approach, a text description of the
phenomena of Peer Pressure and Conformity affecting Individualism among high school
students in Metro Manila. The implications section shall discuss how the study was able to
be in line with its significance as discussed in Chapter 1. The recommendations section shall
lay down the shortcomings of the study and how future research papers may use the present
paper as a springboard for new findings in the same field.
Summary
This study aimed to reach the following objectives: to explore the nature of peer
pressure within high school peer groups and how it leads to conformity that affects the
individualism of its members, to delve deeper into the concept of peer pressure and how it
affects the different aspects of an individual’s identity apart from the social group he is
entitled to, to discover how members of certain peer groups perceive (whether they are
important to belonging to the group or not) the ideals prevalent in their peer group, to find
out whether actions and thoughts of members are based (consciously or unconsciously) on
the norms within the peer group, and to contribute to existing discussions about the topic by
taking into consideration the current situation in high schools of Metro Manila.
The paper is a Qualitative Research which made use of a Phenomenological
approach in analyzing the data gathered from in-depth interviews of participants which were
chosen through Typical Case Sampling (TCS), a method under Purposive
Sampling. Thematic analysis was applied to come up with a textual description of the
phenomena under focus which is Peer Pressure among high school students in Metro Manila.
This textual description which gives an image of the lived experience of the individuals
under the phenomenon shall serve as the paper’s conclusion.
After in-depth data analysis, themes and discussions which answer the objectives
have been found. However, it is important to point out the themes of censorship and
unawareness of the phenomenon evident in the interviews. The paper was able to delve
deeper into Peer Pressure, Conformity, Individualism, and their nature by identifying themes
from gathered data. The themes are: Belongingness which is dictated by similarities and the
sense of family inside the peer group, Group labels and individual roles which revealed that
participants have a general disliking of labeling, Perception of group norms which discussed
the importance of group norms to belongingness for the members, Conformity to the peer
group norms which elaborated how the students’ actions are affected by conformity to group
ideals, Reasons for conforming which explained common causes of conformity to peer group
norms, Extent of conformity, Individualism which discussed suppression and expression of
individuality as affected by conformity and considerations when stating opinions, and finally
Conformity vs. Individualism which explained the relationship of the two sub-phenomena.
Implications
The conducted study has a number of implications, mainly in the social aspect. To begin
with, the study conducted implications on high school students’ general perception and
association of the phenomenon of Peer Pressure in a negative light. This is primarily because
there exists a number of literature associating Peer Pressure with acts of bad conformity and
little literature about the positive effect of a certain amount of Peer Pressure resulting to
conformity and human adaptation essential to sustain life.
Similar to the previously discussed literature concerning the concept of a “barkada” and
“barkadahan” or peer groups in the Philippine context, findings show that most [if not all]
high school students belong to their own peer group, clique, circle of friends, or “squad”.
While research findings and aforesaid discussed literature emphasized the presence of
individuality among humans in spite of being a part of peer groups, they are kept close-knit
with each other based on the shared consensus for group ideals and norms and
acknowledgement of diversity within the group and its members therein. These findings in
particular strongly make the current research unique from previous literature for its social
implications focus on an extremely specific group of a population that was specified and
narrowed down further in the demographics discussion above,
This research also found the concept of belongingness to be greatly tied with the concept
of acceptance. In accordance with the findings and in a similar fashion with previous studies,
this concept, implied that there requires an affirmation between an individual and his or her
peers. The recipient of such affirmation may result to being pressured into doing things in
exchange for the affirmation or acceptance; Thus, the researchers implied that belongingness,
a measure of acceptance, is another driver leading to Peer Pressure among high school
students.
The study may contribute to current studies and literature on peer pressure,
individualism and conformity by providing the situation in Metro Manila since the
demographics of the key participants are unique to this study.
All implications above and their relevance to the social strata of high school students in
Metro Manila coming from different types of schools have expounded on the occurrence of
the current study’s main phenomenon and on how exactly it occurs in the context and
settings mentioned therein.
Recommendations
This research aimed to explore the concepts of peer pressure and delve deeper unto the
extent of its effects on the individual. A qualitative research approach was adopted,
complemented by thematic phenomenology. It has found out that peer pressure begets
extensive implications unto the individual with regard to conformity. Furthermore, it has also
identified that individuals have negative prior perceptions towards peer pressure and detach
themselves from the social phenomena, whereas they are implicitly under the experience of
it.
The matter of the research, however, would be the generalisability of the findings for it
is limited to only a few research key informants, hence, it is a small-scale exploratory study.
Each key informant presented answers that varied from each other. This lack of consensus
and answer consistency can be addressed through longer and more in-depth interviews
between the researcher and key informant.
Aside from the interview, future researches are recommended to widen the scope and
reach a greater range on the gathering of its key informants. The samples may come from a
wider range of social institutions inside and outside of Metro Manila. The variety in setting,
state, and environment may create varied responses, contributing more vital information
necessary for the study to better reach its objectives. Furthermore, exclusions may be
included in future researches that made this study its springboard. Though diversity in the
representative sample is admissible, other researchers may study peer pressure and the extent
of its effects specific social environments such as the phenomena among-st the varied
genders, among-st the out-of-school youths, among-st a specific age, etc. Through these,
heterogeneous representative samples may partake in the research, further enriching and
substantiating the study. External factors and their effects, as well as other aspects of the
study, may also be looked into to better the contributive knowledge, that is this research
itself thereby.
The paper’s original objectives were to explore the nature of Peer Pressure and
Conformity among high school students in Metro Manila, and to discover how these two
affect their Individualism. These were achieved by analyzing their perception of group
norms how this perception affect their individual actions. Overall, the findings were able to
explain and explore the phenomenon. So in conclusion, the experience of being a teenager in
Metro Manila and belonging to a peer group may now be described. Belonging to a peer
group means a sense of family and this feeling is self-assessed therefore the individual
himself identifies to be with a group. In belonging to this group, norms and conventions are
seen as important in keeping the group together. This perception has led to if not conforming
to the group, consideration to their peer’s values. In fact, in certain cases, conformity may be
a result of an excessive expression of individual values that lead to the rest of the group
conforming to the same values. Feelings of being silenced or having their individuality
compromised is due to their refusal to disregard their peer’s opinions, feelings or reactions.
However, in cases that the members feel like they need certain intervention, they take the
initiative to express their individual opinions. To further summarize, in a Filipino peer group,
the self-perceived belongingness to a group they consider a family makes them care for the
values of each member which sometimes leads to merely saying yes, to conforming in
certain situations. However, they themselves value their own individuality to act upon
excessive forms of conformity. And that is how one would describe a peer group of
teenagers from Metro Manila, a group highly driven by values.

Background of The Study

Uploaded by

Copyright:

Available Formats

Background of The Study

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Background of The Study

Uploaded by

Copyright:

Available Formats

Peer Pressure in High School Peer Groups: Individuality vs.

Background of the Study

conformity in high school peer groups.

According to Cotterell (1996), belonging or being a part of a certain group has

a shared cognition of themselves” (Cotterell, 1996).

Statement of the Problem

The research aims to answer the following questions:

1. How does an individual teenager who considers himself part of a peer

Objectives of the Study

The research aims:

leads to conformity that affects the individualism of its members.

unconsciously) on the norms within the peer group.

 To contribute to existing discussions about the topic by taking into consideration

the current situation in high schools of Metro Manila.

Significance of the Study

peer interaction in adolescents will be attainable.

Scope and Limitations

Review of Related Literature

Philippine context is the most influential aspect of an adolescent’s life.

conformity tested through a series of experiments.

and define both technical and key terms therein.

Peer Pressure and Adaptation

concluding no educational group is related to adaptive behaviors in learning.

Positive vs. Negative Effects of Peer Pressure among Adolescents.

raising or lessening tendencies of humans to do certain actions. The researches greatly

mentions that peer influence evidently affects engagement in delinquent behavior,

“norms”. This is one observable positive effect of Peer Pressure.

Peer Groups among Filipino Adolescents

an individual) and how they value their peers.

Labeling Theory by Becker (1977)

half the effect of females when tested in same-sex groups.

joining process of individuals in online social networks.

research’s data gathering and analysis procedures consequently.

for a more individualistic approach.

Labeling Theory by Becker (1972)

when it comes to an adolescent’s self-perception.

parallel to their own values, ideas, and principles as an individual.

Asch Conformity by Asch (1951)

This theory, proposed by Asch of Swarthmore College, made use of an original

answers were the wrong ones.

incorrect answers on a high proportion, specifically 32% of the questions.

interpretation for further results and discussion.

Groupthink Theory by Irving (1972)

no views on expert opinions and selective or highly filtered information. In contrary,

Groupthink is essential in decision-making and may be applicable and effective in meetings

and confidential matters.

Sub causes Effects

Figure 1. Conceptual Framework.

peer groups and the group’s values.

groups and their impact on individuals particularly adolescents.

Asch Conformity, and Groupthink Theory are intended to be considered in evaluating

and conformity using the two remaining theories.

Adaptation. Adaptation is the gradual adjustment of individual, affecting his social

endeavors and interactions in the cultural environment he is in.

Adolescence. Adolescence is the stage of development wherein there is a transition from

childhood to adulthood, leading to maturity.

Adolescent. An adolescent is a young individual going through adolescence

(transitioning from childhood to adulthood).