SENIOR THESIS
Name
JESSICA WEAVER
Thesis Title
Understanding Social Norms and
Their Use in College Populations
Thesis Sub-Title
Thesis Director
Amy Saborsky, Psy.D.
(Psychology)
Year
2011
-1-
Abstract
This study looked at social norms and their effect on society, particularly within a
college population. The purpose was to first explain what social norms are, how
they come to exist in society, why people choose to follow them, and what happens
when they do not follow social norms.
The researcher wanted to gain an
understanding of social norms and their involvement in a college setting. It was
hypothesized that many social norms would be violated during the observation
period and that some of the participants who answer the surveys will believe that
norms are important to society while others will think they are insignificant.
Several surveys were given throughout the course of this study. These surveys
looked at observer response to norm violation (Observer Survey), violator response
(Social Norm Violator Survey), as well as a survey which made people choose
between normal and abnormal behaviors (Social Norm Checklist). It was concluded
that social norms are still important to society, but there is variation between what
people think is normal versus abnormal.
-2Introduction
Social norms are rules that a group follows for appropriate and inappropriate
values, beliefs, attitudes, and behaviors. They can also be called the standards of
behavior of a group. Social norms cover almost every situation and they vary from
standards where complete conformity is expected to those where there is freedom of
choice (“Sociology Norms”). Muzafer Sherif, one of the leaders in the study of social
norms, described them as customs, traditions, standards, rules, and values which
standardize the conduct of individuals (Gilbert, Fiske, & Lindzey, 1998). Other
researchers define norms in a similar way. Norms refer to accepted standards for
social conduct, definitions of correct judgment and appropriate activity and attitude.
Normative regulation of social behavior is a process that occurs because of or in the
formation of norms (Jackson, 1988). Norms are also considered the customary rules
of behavior that organize our interactions with other people. Once a particular way
of doing things becomes established, it becomes a norm and people are expected to
conform (Durlauf & Blume). The purpose of this study is determine what behaviors
people think are normal and how they react to observing or performing a variety of
social norm violations.
Another intention is to observe college students and
calculate the number and types of violations.
Some social norms become conventions. For example, there is a social norm
that requires a person to go to the back of the line when waiting for something
(“Social Norms: Justifications that Appeal to Social Norms,” 1995). Most norms
guide the behavior of groups without the force of laws (Gilbert et al., 1998). Social
-3norms are social rules that do not depend on government for circulation or
enforcement. They range from table manners to the rules of grammar in varying
situations. Norms may be independent of laws, but they may overlap with them as
well. For example, there are norms against stealing and lying, but there are laws
against these behaviors as well (Posner & Rasmusen, 1999).
Norms are universal, all societies have them and the members of all societies
enforce them. Some apply to a certain situation or context, such as laughing at a
funeral. Others apply to the behavior of members of certain groups, while other
norms apply to everyone in a society (Keel, 2005). Simple acts such as what kind of
food we eat and how we talk to our friends are influenced by the norms of the
society where we live (Carlson, Miller, Heth, Donahoe, & Martin, 2010). The goals
of following social norms are to behave effectively, to build and maintain
relationships, and to manage self-concept (Gilbert et al., 1998). These behaviors
may be explicitly stated or implicit. When a person violates these social norms, it
can result in severe punishments; the most feared being exclusion from a social
group (Social Norms, 2011). Norms come into play when the situation is uncertain,
when the source is similar to us, or when we are concerned about establishing or
maintaining a relationship (Gilbert et al., 1998).
Social norms do not exist if they are not shared with others such as friends,
strangers, and the media.
Norms are shared belief systems that have to be
examined by the individual’s psychological system and the sociocultural system in
which the individual lives (Gilbert et al., 1998). A child is not born with social
-4norms already instilled in him. Social norms are standardized in the society in
which the child is born and these are the norms that influence the child throughout
life. They are learned behaviors. People incorporate in themselves norms from
their surroundings whether they are conscious of this fact or not (Sherif, 1966).
Experimental methods in social psychology began to make progress in the
1930s with Muzafer Sherif’s autokinetic experiment. In this experiment, Sherif
explored the conditions and factors that led to the formation and persistence of
social norms. He told his participants that they would see a moving light and he
asked them to report the amount of movement they saw. He exposed the stationary
light 100 times in different parts of the room during the experiment. People who
judged alone were able to establish a typical judgment with a characteristic amount
of variation.
However, individuals had different reference points.
People who
judged in groups of three or four, heard each others’ judgments which combined to a
common standard within the range.
When the people that had made their
judgments alone were tested again in a group condition; their judgments changed.
They formed a new, shared standard and range of variation.
People have a
tendency to structure their cognitive experience, to create “scales.”
They then
become habituated to these scales and the norms become what are right in society
(Jackson, 1988).
Social norms often occur because it is human nature to conform to the social
settings in which they are surrounded. Human conformity is usually due to group
pressure. Conformity is when we move from our position to a contrary one due to
-5pressure from the group that would cause us to act differently than we would if we
were alone (Gilbert et al., 1998). Conformity is also when we change our attitudes
or behavior to become more similar to that of a particular social group (Carlson et
al., 2010).
Conformity by omission is also possible, this is when people fail to
behave in a certain way because the group would not approve.
Some people
conform to an erroneous group decision because being different from the group
makes them feel bad about themselves and worthless. The acceptance that comes
from conformity can enhance our own self esteem (Gilbert et al., 1998). People in
certain societies speak, dress, and act similarly in hopes of conforming to the norms
of that society.
The exceptions to these rules attract attention, are considered
humorous, tasteless, and uninformed (Jackson, 1988).
It is believed by researchers that there are several reasons why people
conform to norms. Some of the reasons why people follow group influences are
social and informational reasons.
Social influence, also known as normative
influence, is conforming to the expectations of oneself, another person, or a group.
When a person fulfills social expectations they experience positive rather than
negative feelings and also feel a sense of belonging instead of alienation.
Informational influence is when people acknowledge information from someone else
as evidence of reality (Pool & Schwegler, 2007).
People are influenced by how
others act, on what others condone, and our own internal standards and sanctions
for good conduct (Gilbert et al., 1998).
-6Pool and Schwegler acknowledged three motives for conformity: accuracy,
self-related, and other-related motives. When people conform for accuracy reasons,
individuals comply when they believe the actions of others will provide them with
methods for successful behavior.
When people are motivated by self-related
reasons, they follow norms because of the social identity adopted by performing the
behavior and the consequences conformity has for them. When individuals conform
for other-related purposes, motivations come from a concern for others and the
outcomes they can grant, whether they be rewards or punishments (Pool et al.,
2007).
Deutsch
and
Gerard
(1955)
suggest
two
reasons
for
conformity.
Informational influence represents conformity to others’ positions when the concern
is to make accurate and valid decisions. Normative influence represents conformity
when the concern is to find social approval from others and social agreement with
others. Also conforming to our own standards can increase self-esteem and selfapproval instead of guilt or anxiety which can result from not conforming (Gilbert et
al., 1998). For example, Asch (1956) saw that people will sometimes give the wrong
answers to questions even when they know the answer is wrong in order to go along
with the majority of the group. They did this so as to not feel alone or different from
the group.
He discovered this by asking his participants which one of three
comparison lines matched a standard length. The participants were able to hear
the others’ response and they answered wrong because they felt that the majority
answer had to be correct and that they were wrong. Asch also discovered that
-7conformity increased as the members of the opposing side grew from one to three.
However, the influence of additional group members (more than three and up to
fifteen) was minimal.
Conformity also increases when there are friends in the
group or similarity between individuals (Gilbert et al., 1998).
Many social norms must be frequently displayed (“Social Norms,” 2011).
Social norms grow out of social value and their purpose is to differentiate human
social behavior from that of other species. These norms are also how values are
expressed in behaviors. Most of these norms are not written down and many of
them are not even that formal. Most social norms are learned informally through
interaction with other people and are usually passed on from generation to
generation. They are established by individuals or by societies as crucial to society
and all members of a certain society are expected to follow them. Some social norms
are considered “must” behaviors in most societies. An example is that people must
wear clothes in public. Other social norms are “should” behaviors. These behaviors
are ones that there is some pressure on the person to conform, but there is also
some flexibility. An example of a “should” behavior is that people’s clothes should
be clean. There is also a wide range of behaviors where the individual is given
choices. Continuing with the clothing example, women in many cultures can choose
to wear pants or a dress and still follow social norms (“Sociology Norms”). Some
rules are conveyed through active instruction or demonstration.
Others are
transmitted more passively through nonverbal behaviors or imitation.
Various
-8other norms are inferred from the behavior of those around us without explicit or
implicit support (Gilbert et al., 1998).
Each person belongs to several groups. The way we behave, think, and feel
are strongly influenced, whether or not we notice, by those we interact with on a
daily basis. This influence may or may not be intentional. The most powerful
influence on our attitudes and behavior is the behavior of other people. We tend to
imitate those around us. Other times we observe people not performing a certain
way and therefore avoid that behavior (Carlson et al., 2010). Norms can act as
reasons for action and as systems of expectations. They imply that failure to comply
with them will produce disunities associated with the disappointment of those
expectations (Sartorius, 1975). However, Asch showed that it is also possible under
certain circumstances that a consistent minority can modify the predominant norm
(Moscovici & Faucheux, 1972).
Social norms must be internalized and people must accept them as valid.
This happens through a process called socialization, learning and adopting the
norms of the society or a particular group. The first agent of socialization is the
family. A family’s primary purpose is to help children internalize the norms of the
society where they live.
If the children are not properly socialized, they often
behave in ways that the society regards as deviant. Later agents of socialization
include school, peers, and media. When a person accepts the norms of their society,
they have internalized them. Therefore, when a person violates a social norm by
-9engaging in a behavior that their society disapproves of, they often feel guilty (Keel,
2005).
However, there is always a group of people, usually the minority, who do not
accept the norms of their society. This is when society turns to external social
control, which is when society tries to bring those violators back in line. External
social control consists of a system of rewards and punishments that society uses to
persuade others to conform to a norm.
A positive sanction is a reward and a
negative sanction is a punishment. Much social control is coercive and relies on
punishment. There is also informal social control. This is interpersonal actions
between people that remind others that their behavior either disappoints or pleases
the group. These agents act on their own and not in an official capacity. Most
people seek the approval of others they associate with and they usually adjust their
behavior to avoid the disapproval of others and gain their support. However, in
large societies, informal social control is not always enough to enforce social norms.
This is when formal social control becomes necessary. These are agents who have
power to make people conform to the law (Keel, 2005). There is also a shift from the
traditional internalized norms instilled by socialization to an appreciation of
external normative processes of influence. This is a change in emphasis from “selfcontrol” to “social control” (Jackson, 1988).
When the appropriate behavior is unclear, people often rely on the social
reality portrayed by others. In this situation, we look to other people for how we
- 10 should behave, especially when the others are already familiar to us or others who
are successful by doing this behavior (Gilbert et al., 1998).
There are several types of norms. The first is injunctive norms, behaviors
which are perceived as being approved of by other people (“Social Norms,” 2011).
These can sometimes take the form of laws. Injunctive norms do not need to be
explicitly expressed in order to direct behavior because the reward of popularity is
usually powerful enough to influence behavior (Gilbert et al., 1998). Descriptive
norms are perceptions of how other people are actually behaving whether or not
these are approved of in society.
Explicit norms are written or spoken openly.
Implicit norms are not openly stated. Subjective norms are expectations that others
have about how we will behave. Personal norms are standards that we have about
our own actions (“Social Norms,” 2011). Personal norms are the expectations we
have for our own behavior that comes from our internalized values. These norms
are self-reinforcing because they are imposed through self-enhancement or selfdeprecation.
Both the values and the sanctions come from within the person
(Gilbert et al., 1998). Usually, norms come from interaction with others and any
sanctions for violating them will come from social groups and networks (Pool et al.,
2007). Another type of norm is legal norms. These are rules that confer powers and
impose duties. They are directed by public officials and regulate pre-existing rules
of conduct (Sartorius, 1975).
There are two different norms that govern how we distribute goods and
services to close friends and relatives versus strangers. The distributive justice
- 11 norm is used for formal or short term relationships. The distributive justice norm
that guides our long term interactions is characterized as being more communal
(Gilbert et al., 1998).
The function of social norms is to coordinate people’s expectations concerning
their interactions with others. Norms control a wide variety of behaviors including
forms of communication and concepts of justice. Norms also impose conformity on
the members of a certain social group, but they vary among groups (Durlauf et al.).
Two of the most important reasons people conform are the desire to liked and the
desire to be right (Carlson et al., 2010). As humans we are a group-living species
that need to develop social networks in order to acquire resources and social
support. People tend to follow the norms of their particular social group. They
internalize the norm and it becomes integrated into their “self-concept and future
behavior represents conforming to their own expectations of self, leading to feelings
of self-esteem or self approval” (Gilbert et al., 1998).
Norms can shift over time due either to changes in circumstances or changes
in perceptions and expectations (Durlauf et al.). There are three ways in which
norms change overtime.
The first is top-down influences which include official
edicts and laws. Rulings and statutes identify norms of appropriate behavior in
people’s interactions with others. The second is bottom-up influences in which local
customs become norms. The last type is lateral influences where norms from one
type of interaction are transferred to related types of interactions (Lantinga, 2001).
- 12 Little attention is usually paid to the origin of social norms or how they are
shared with others. One theory is that social norms are arbitrary rules for behavior
that were eventually adopted because they were valued and reinforced by a culture.
Another perspective is that normative behavior is functional and aids in
accomplishing the goals of a specific group.
Norms are supposed to promote
survival because they communicate behaviors that allow us to affiliate with others.
Unsuccessful norms lead to incorrect behavior and therefore are not kept in society
(Gilbert et al., 1998). When norms become uncertain and liable to break down, it is
the time when one set of norms transitions to another set. This transition is not
simple from order to chaos, but from one set of norms to another through a stage of
uncertainty, confusion, and even violence. After this period of transition to a new
set of norms, the outcome is the emergence of a stable set of norms with the status
of standards. “The emergence and standardization of norms is deterministic and
the causes lie in the actual conditions which gave rise to the instability.” In this
way the new set of norms replaces the old one and becomes the regulator of social
life. It may take years for a new set of norms to become established (Sherif, 1966).
What seems as a deviation from a social norm can change over time.
Invention and discovery are all deviations at first, until they become accepted as
social norms. Greater creativity causes more deviance and faster social change.
This produces a variety of values which allows for more deviance and cultural
conflict (Bartle, 2010). Norms usually do not need to be promulgated. If they do, it
is not by the state. Typically norms will result from the gradual emergence of a
- 13 consensus. After this norms are enforced by internalized values, by refusals to
interact with the offender, by disapproval of his actions, and at times by private
violence (Posner & Rasmusen, 1999).
After norms are established, they pass from generation to generation. Norms
arise as a consequence of contact with other people. Once norms are formed, they
regulate relationships in daily life.
Norms also tend to be stable because they
eliminate friction between individuals or social classes, but they are not strict
barriers.
After they are created, norms tend to persist in society.
However,
sometimes they become outdated when the situations that gave rise to the norm
disappear and new situations are brought in. These new situations need their own
norms. When the old norms continue to exist along with the new norms, they are
called survivals. Survivals can be found in any culture, but they are mainly found
in societies where a more or less segregated conservative minority is on top and is
an unchallenged example to be imitated and followed. Survivals help to determine
if a norm is normal or atypical for the existing conditions. Survivals because they
do not fit in with the current times can often cause friction among individuals or
classes of people. This may provide this information to determine what is kept and
what is abandoned in society. If a norm and the practice connected with it are
survivals, it is best to eliminate it from the culture. A characteristic of norms is
that they must change with the circumstances. If they do not, then friction may
occur between different groups (Sherif, 1966).
- 14 Creating a norm requires spreading the norm and creating sanctions for its
violation. When a norm is eliminated, it also requires promulgation. Changing a
norm requires both destruction and creation. This is also a gradual process most of
the time. Rapid change in the social environment may make norms dysfunctional
before enough time has passed to allow the normative system to be fully adapted.
Just as some laws can be bad, norms can be too. Therefore, the obstacles to their
creation and enforcement might promote the social welfare.
Once norms are
created, they are difficult to remove from society. Altering an existing norm is
possible when it is done gradually. However, certain norms, for example a red
traffic signal meaning “stop”, cannot be changed gradually.
This type of norm
would have to be adopted by everyone immediately (Posner et al., 1999).
This
gradual change pushes the society into a new way of life, but without anyone
intending it to happen (“Social Norms,” 2011). Some norms are easier to create
than enforce, while others are easy to enforce, but difficult to create (Posner et al.,
1999). Another way norms can change is when superior norms displace societies
with inferior norms. This happens through growth, conquest, or migration. Norms
can also change when societies with inferior norms imitate the practices of more
successful ones (Boyd & Richerson, 2002).
Social norms also act as stimulus in situations.
Some stimulate the
individual directly without the intercession of others. Other norms act through the
personal mediation of other individuals.
individuals around them.
Many norms are transmitted to
This is because many of our likes and dislikes are
- 15 governed by norms as well as the people around us. Our aesthetic tastes are in part
determined by the norms in our social environments. Our attitudes toward nature
and the world around us are also determined by norms. The deepest individual
differences between people arise in part from their varying responses to the current
norms (Sherif, 1966).
When people violate the rules of society, they find out the power behind even
minor infractions of invisible social norms. These norms help shape our everyday
lives and behaviors (Lantinga, 2001). Violators of social norms are punished in
some way. There is not and has never been a society where “anything goes.” There
has always been at least a minimal level of punishment to guarantee a minimal
level of social order (Keel, 2005).
Reactions to norm violations vary from
disapproval to reduced support to outright negative treatment of the person who
broke the norm (Fritsche, Kessler, Mummendey, & Neumann, 2009).
The
punishments attached to violations of norms also vary based on the situation
(Sociology Norms).
Many norms attempt to discourage behavior that does not directly harm
anyone or threaten society with chaos or degeneration. The purpose of norms is to
make a statement about what is considered by most members of society to be good
and proper.
Norms represent the principles of moral correctness separate and
independent of what they do for a certain society’s physical survival. As a result,
people are expected to act a certain way and do certain things because that is the
way they are done (Keel, 2005). Complex social rituals allow people to signal their
- 16 sensitivity to norms in general. They also provide a place where people can learn to
follow norms and discipline those who do not follow these norms. Even when minor
norms are violated, it can signal to others that this person does not care about social
norms and it may cause society to doubt the person’s reliability in important
interactions (Durlauf et al.).
Norms also have rules forbidding inacceptable
behaviors such as incest and murder (Gilbert et al., 1998).
A deviation is a violation from a social norm. Social organization implies that
people behave in predictable patterns.
There may be some variation, but it is
within certain boundaries. When people violate social norms, one response is for
the group to exclude the individual from some social interaction. Another response
is to engage in a behavior aimed at bringing the violator back within certain
boundaries. This is done in the hopes that the deviant will change his behavior so
as to conform to the norms of the community. Other people’s behavior is what helps
to keep society as a whole in line. People’s responses to our actions can be positive
or negative. If we act within the boundaries of the society, we are rewarded, but if
we do not, then we are punished (Bartle, 2010). The reward for following social
norms can be something as simple as a smile (O'Donohue, 2006). As a result of our
socialization, what others think about us affects our behavior. Sanctions, positive
or negative, affect us not only when people respond, but because of our assumptions
of how others might respond (Bartle, 2010).
The sanctions for the violation of a norm can be classified as automatic, guilt,
shame, informational, bilateral-costly, and multilateral-costly.
The choice of
- 17 sanction depends on the problems involved in creating and modifying social norms.
Automatic sanctions are when the violator’s actions carry its own penalty because it
does not coincide with the behaviors of others. For example, someone who drives on
the wrong side of the road crashes into another car (Posner et al., 1999).
Guilt is when the violator feels bad about his violation as a result of his
education and background. For instance, most people in society will feel some sort
of guilt about stealing as a result of their upbringing. Guilt is an internal sanction
and therefore does not depend on the distribution of information. The sense of guilt
may be innate, but it is developed by formal schooling, moral influence by parents
and relatives, and examples offered by both adults and peers. Parents are partially
responsible for instilling a certain amount of guilt in their children. A child who
has a sense of guilt is more likely to conform to norms. Other people’s knowledge of
this will help that child conform later in life by making him a more reliable
transacting partner. Parents should choose and employ the level of effort required
to achieve the necessary strength of the guilt sanction that will allow for efficient
breach of the norm. This is because it is advantageous to violate a norm even if
others are adhering to it (Posner et al., 1999).
Shame results when the violator feels that his action has lowered himself
either in his own eyes or that of other people. The violator could feel ashamed even
if others in society do not discover his violation. Since the focus is on the violator’s
status instead of on the violation, there can be shame even if there is no wrongdoing
or breaking of moral code. Therefore, a person can be ashamed of doing something
- 18 that does not harm anyone.
This type of shame usually turns into simple
embarrassment. Shame, just like guilt, is at least partly due to education, both
formal and informal. Parents might be more likely to instill shame rather than
guilt in their children (Posner et al., 1999).
Norms that are enforced by guilt and shame are difficult to change. This is
because guilt and shame are influence by social conditioning, which cannot be
quickly changed by individuals or governments (Posner et al., 1999).
Informational sanctions are when the violator’s action conveys information
about himself that he does not want other people to know.
Bilateral-costly
sanctions occur when the violator is punished by the actions of and at the expense of
one other person. This person is specified by the norm. The expense could be the
effort needed to cause the violator disutility, or the utility of the person imposing
the punishment loses by punishing him.
This type of sanction only requires
minimal propagation of information. The punisher is the only person who needs to
learn about the violation. Multilateral-costly sanctions are when the violator is
punished by the actions and at the expense of many other people.
These
punishments require more information than bilateral punishments. Shame is often
the result of bilateral or multilateral sanctions (Posner et al., 1999).
Often norms are enforced by more than one sanction.
All six of these
sanctions have parallels with rewards for adherence to norms. A reward can be
material gratitude from one or more people, the automatic gain from coordinated
interaction with someone else, or the good opinion of others. A sanction needs to be
- 19 appropriate for the violation. If it is too severe, people will be overdeterred and
refrain from action. A sanction should also not be too costly (Posner et al., 1999).
Group membership is crucial to our survival as a society. The desire to be a
part of a group is universal. The ways in which this is achieved is different from
culture to culture.
People are social creatures and social exile is a major threat to
most people. Desire to belong and fear of rejection that comes along with social
rejection is shared by all (Wever-Rabehl, 2006).
In the book, Social Isolation in Modern Society, the authors identified four
levels of social isolation based on the amount of social contacts people have and
their self-described feelings of loneliness. The four levels are: 1) socially competent:
they have a large social network and do not feel lonely 2) socially inhibited: they do
not feel lonely, but have a small social network 3) the lonely: they feel lonely even
though they have a large social network 4) socially isolated: they feel lonely and
have a small social network. The last group consists of the outcasts of society who
are not socially confident and they lack competence which ends in more loneliness.
The loneliness then leads to less self-confidence and this cycle continues (WeverRabehl, 2006).
People become social outcasts in several ways.
Children who are shy or
aggressive are seen as different from the group and when they deviate from the
group, the result can be rejection. Juvonen and Gross (2005) believe that social
rejection can be a way to socialize others to conform to the norms of the group. This
is because rejection is the way society expresses disapproval of violation of norms.
- 20 Aggression is usually a behavior that violates the group norm which results in
exclusion and hostility from the group. Social rejection has to do with the amount of
similarity between a person and the group. If the person fits in the group, there is
usually no problem. If the person does not fit in the group, and there is not much
similarity between the person and the group, the person could become an outcast.
The degree of similarity or fit between the person and the group is what determines
if the person will be rejected or not. Once this happens, the cycle is hard to break
(Wever-Rabehl, 2006). Punishments for violating social norms can vary from the
“dirty look” which is an expression of disapproval with no tangible penalty attached
to ostracism which lies at the extreme end. People are especially sensitive to the
disapproval of others, even strangers and even when unaccompanied by any implicit
or explicit threat (Posner et al., 1999).
Exclusion from the group, whether that group is society, school, friends, or
family, is the main motivation behind following social norms. Norms can change
according to each person, but once they are perceived a certain way, they are
difficult to change.
Conformity to norms is necessary for society to function.
However, conformity can lead people to do things they would otherwise not do.
Norms help people to get along with each other and allow them to know what to
expect in social situations.
Students often break norms to the point that their
behavior can become the norm itself. People who constantly break social norms
gain what researchers call idiosyncrasy credit. This means that as long as the
behavior does not threaten the integrity of the group, it is usually tolerated.
- 21 However, when a person meets a new group of people, they will often change
themselves slightly or extremely depending on the norms of that group. This is
called the communication accommodation theory and it affects the tone of voice,
vocabulary, accent, and non-verbal behaviors (O'Donohue, 2006).
David Hume was the first person to call attention to the importance of social
norms in society. For example, social norms define the type of money a country
uses, the way people dress, and in general how people act in public (Durlauf et al.).
When we are not sure what to do, we often use others’ opinions and judgments as
guides to how we should act.
Groups frequently affect our behavior and we
sometimes go with the wrong choice even when we know it is wrong, because the
group did. At times the group may be complete strangers. When people do not
follow the group’s decision, they often feel uncomfortable about disagreeing with the
other members (Carlson et al., 2010). Individuals often decide on proper behavior
by watching how others have behaved or are behaving in a similar situation.
Norms are recognized with balancing the selfish desires of the individual with the
need for social control and survival. However, they have to be communicated in
order to have any effect (Gilbert et al., 1998).
Festinger’s (1954) Social Comparison Theory states that people constantly
evaluate themselves and if possible, people prefer to use objective clues when they
make these evaluations. If objective clues are not available, people will rely on
social comparisons from others similar to themselves (Gilbert et al., 1998).
- 22 There are three ways in which norms are held in place. Some norms are
continued by coordination motive. For example, it is the norm to drive on the left in
most countries and therefore people will drive on the left. Another example is the
currency of a particular country.
These norms are held in place by shared
expectations about the appropriate solution to a problem.
Other norms are
sustained by the threat of disapproval or exclusion for violators.
For example,
people wait their turn in lines because they would be censured by the others in the
line if they pushed their way to the front. The third enforcement for social norms is
through internalization of norms.
For example, not littering and tipping at
restaurants are enforced through this method.
Often time departures from the
norm bring feelings of guilt and shame even when people are not present to witness
the violation of the social norms (Durlauf et al.).
Social norms vary from country to country. For example, in American culture
the handshake is the way people greet each other in the business world. In other
cultures, formal hugs and bows are how businessmen interact. Another aspect of
social norms which vary from country to country is dress and appearance.
In
America, a wide range of dress is considered acceptable. However, in many other
cultures, dress is seen as a sign of position, wealth, and prestige.
What is
considered acceptable dress in America even differs from region to region and
between individuals (Gardenswartz & Rowe).
Even though societies have different norms it does not mean that the minds
of the people in those societies function differently than anyone else’s mind (Sherif,
- 23 1966). Norms are culturally specific and unpredictable and the power and value of
any norm originates in the culture it operates within. The substance of any norm is
not inherently good or valuable, but its power comes from its acceptance within the
culture. Most norms that guide our activity have developed from behaviors that are
performed and rewarded repeatedly from others in society. Sherif noted that no
matter the culture, all people require the basic needs of food and shelter, but the
circumstances under which they eat and enjoy their shelter depends on the customs,
traditions, and social standards.
This shows that there are broad needs to be
fulfilled, but how they are fulfilled depends on the social culture and physical
environment. Conformity appears to be universal, but the level of conformity varies
by culture (Gilbert et al., 1998). What constitutes a deviant differs from culture to
culture because values and what is considered normal differs as well (Bartle, 2010).
In one study, Boucher and Maslach looked at the role of social norms in EuroAmericans and Asian-Americans and how they differed from each other.
They
concluded that ethnicity does affect the relationship between judgments of social
appropriateness and acceptance of individuating behavior, behavior that makes a
person appear unique. The same actions may have different meanings depending
upon the culture in which it is performed, especially when the behavior is
individuating.
Cultures often differ to the extent in which they approve of
individuating behavior. Some cultures condemn this type of behavior while others
encourage it (Boucher & Maslach, 2009). Where the lines are drawn between what
is acceptable behavior and what is not differs from country to country, as well as
- 24 culture to culture. It is difficult to find two people in a community that have the
exact same values and this is where disagreement over social norms comes into play
(Bartle, 2010).
In the United States, individuation is part of the culture and is necessary to
assert a person’s identity. However, many other cultures stress group harmony and
fitting in with others, therefore making individuation less important. As a result,
research has shown that people that are part of these collectivistic cultures are
more conforming than members of individualistic ones. For example, in the U.S.
uniqueness has positive connotations of independence while conformity has
negative implications of social oppressions.
However, in East Asia uniqueness
suggests defiance while conformity implies harmony. Americans are usually taught
to transcend norms while Asians are taught to follow them (Boucher et al., 2009).
Americans usually prefer individual orientation and independence over group
orientation and conformity.
A common value in America is the predilection for
direct confrontation of conflicts over harmony (Gardenswartz et al.).
People who live in collectivistic cultures usually will not want to stand out for
unique choices, such as hobbies, but would rather be recognized for achievements of
merit and excellence. “Taking the Lead” behaviors such as volunteering to be the
head of a committee were more favorable in these cultures than “Seeking Attention”
behaviors. These are behaviors in which there is no constructive social purpose
(Boucher et al., 2009).
- 25 People from individualistic cultures have an independent self-construal,
which means they separate self from social context. On the other hand, people from
collectivistic cultures tend to have an interdependent self-construal where the self is
connected to others and to the social context. Boucher and Maslach were able to
prove in their study that there is a correlation between culture and individuation.
Euro-Americans were comfortable in both “Taking the Lead” behaviors as well as
“Seeking Attention” behaviors, but Asian Americans were more likely to engage in
“Taking the Lead” behaviors. For Asian Americans, “Taking the Lead” behaviors
were more socially appropriate than “Seeking Attention” behaviors. This suggests
that Asian Americans are more attuned to the social appropriateness of
individuating behavior (Boucher et al., 2009).
Research has shown that people tend to be influenced most by those closest to
them in physical space.
Societies are seen as self-organizing systems where
individuals influence and are influenced by their environment (Gilbert et al., 1998).
However, recent research has shown that the current generation is less concerned
with social approval and society’s standards than generations that came before
them.
When 40,745 children, adolescents, and young adults completed surveys
between 1958 and 2001 it was shown that the younger generations cared less about
the need to follow social norms and accepted standards of behaviors. Research
suggests that the young do not care as much about making a good impression or
displaying courtesy as their parents or grandparents did when they were growing
up (Bohrer, 2006).
- 26 This research explores what college age students think about social norms
and their effect in society. The purpose was multifold. One objective was to see
what people considered to be normal, when given a list of behaviors, some normal
and some abnormal. Another point was to observe how people reacted when they
saw a social norm being violated. One other aspect was to have others violate a
norm and observe their reactions. The last purpose was to observe people and see
how many social norms were violated.
The hypotheses for this study were as
follows:
1. Many social norms would be violated during the observation period.
2. Some of the participants will believe that norms are important to society while
others will think they are insignificant.
3. The participants will be able to recognize a behavior as a violation and even if
they do not criticize the behavior, they will not perform it themselves.
Method
Participants
The sample consisted of 15 college age students from DeSales University in
Center Valley, PA.
Five participants were asked to perform a behavior that
violated a particular social norm and then answer the Social Norm Violator Survey.
Seven were simply asked to watch people in public and answer the Observer Survey
about this behavior to determine if they were violating a norm. The Social Norm
- 27 Checklist was handed out to the 9 participants. The researcher also completed two
behavioral observations during the study.
Measures
Observer survey
The Observer Survey was created to see how a participant would react to
watching different social norm violations. The participant had to answer multiple
choice questions about social norms and what types of behaviors are normal. The
Observer Survey has 11 questions. It is a multiple choice forced answer survey that
consists of 2 or 4 answer choices depending on the question. Samples from the
Observer Survey are “How far does this behavior deviate from normal behavior?”
and “How do you feel observing this behavior?” (See Appendix B for Measures)
Social norm violator survey
The Social Norm Violator Survey was created to see how a participant that
broke different norms would respond to questions about their behavior.
The
participant had to answer multiple choice questions about social norms and
behaviors. Some samples from the Social Norm Violator Survey include “How did
you feel while you were engaging in this behavior?” and “Did you receive any stares
while performing this behavior?” (See Appendix B for Measures)
Social norm checklist
The researcher created a checklist of social norms which listed behaviors
such as “A 5 year old carrying a stuffed animal in public,” “Facing the back of an
- 28 elevator,” and “Using a fork to eat soup.” This survey had three columns: a list of
behaviors, a column titled normal, and another column titled not normal.
The
participants were asked to then put a check in the column (normal/ not normal) that
they thought the behavior fit in (See Appendix B for Measures).
Behavior tally
The Behavior Tally consisted of a blank table that was filled out during
dinner at the DeSales University Center. The Behavior Tally was filled out by the
researcher.
People were watched for one hour (5:20pm-6:20pm) on Thursday,
March 3, 2011 and on Wednesday, March 16, 2011 (5:30pm-6:30pm). Behaviors
were tallied on an interval schedule, with each interval totaling 10 minutes for a
total of 6 intervals. During the hour, the social norm violations were tallied in
groups such as violating eating norms, clothing norms, and people’s personal space.
The total number of violations was also tallied. Patterns of behavior violations were
noted as well (See Appendix B for Measures).
Procedure
There were several procedures utilized in the current study. The study
mostly consisted of administering surveys to college students at DeSales University
to explore the feelings, beliefs and observations regarding social norms. All surveys
administered during the current study were coded using a number system to protect
the confidentiality of those participating.
- 29 Prior to receiving the surveys, participants read the consent form.
The
consent form stated that each survey will take about 5-10 minutes to complete. The
participant was asked to answer all the questions and then return the survey to the
researcher which indicated consent to the survey.
Observer survey
The Observer Surveys were handed out and the 7 people were asked to watch
for a certain behavior that was listed on the paper. They observed the following
violations: Clothes not worn correctly, Having a texting relationship without ever
meeting the person, Yelling, Banana used as a phone, Sitting in other peoples’
chairs in class, Carrying a stuffed animal, and Riding a Scooter inside. Observation
of the behavior and survey completion took approximately 5-10 minutes.
Once
participants saw the violated behavior, they answered the questions concerning it.
This survey included general questions about social norms and specific questions
about the norm violation they observed.
Social norm violator survey
In terms of the Social Norm Violator Survey, the researcher asked 5 DeSales
University students to perform certain acts that violated social norms. These acts
consisted of the following behaviors: Walking on the wrong side of the sidewalk,
Whispering when you talk, Saying goodbye when you answer the phone, Eating
with your hands, and Asking permission to do everything.
The Social Norm
Violator Survey took approximately 5-10 minutes to complete.
Participants
performed these acts in public and then answered the Social Norm Violator Survey.
- 30 This survey asked general questions about social norms as well as questions about
the specific norm they violated and what happened as a result of performing this
behavior.
Social norms checklist
The Social Norms Checklist was handed out to the 9 student participants and
they were asked to categorize the behaviors listed as either “normal” or “not
normal.” This questionnaire took about 5 minutes to complete.
After the participants completed the surveys, they folded the survey in half
and returned them to the researcher to help ensure confidentiality.
Behavior tally
The Behavior Tally was filled out by the researcher. On Thursday, March 3,
2011, people were observed for one hour (5:20-6:20pm) during dinner. The same
tally was done a second time on Wednesday, March 16, 2011. People were again
observed for one hour (5:30-6:30pm) and the varying behavior violations were
tallied. During both observations, behaviors were tallied in intervals with each
interval lasting approximately 10 minutes. The number of social norm violations
was tallied in categories such as clothing and eating violations. After the hour, the
total number of violations was tallied, the most common violation was counted, and
any patterns were observed.
- 31 Results
IBM SPSS Statistics 19 and Microsoft Office Excel were used to analyze the
data collected in this study. Based on the type of data collected, the researcher
chose to utilize mostly descriptive and frequency analyses.
Observer Survey
Of the 7 behaviors observed, 6 were public behaviors such as yelling and
carrying a stuffed animal.
The last behavior was a dress code violation where
people did not wear their clothes correctly. For the Observer Survey, 3 participants
answered “Confused”, 2 “Amused”, and 2 answered “Angry” for how they felt while
observing a social norm violation. Only one participant answered that they would
perform the social norm violation they observed. When asked how far this behavior
deviates from normal behavior, 2 people said that it “Did not deviate very far”, 3
said it deviates “Somewhat far”, and only one person believed that the behavior
deviated “Very Far” from normal behavior. Five participants (71.4%) believed that
violators should not be criticized, but 2 (28.6%) said that behaviors should be
criticized. The number of times people criticize behavior that violates social norms
is relatively evenly spread.
Two said they rarely judge behavior, 2 said they
sometimes criticize and 3 people said they judge violators all the time. Four out of 7
participants (57.1%) believed that people should not have to follow social norms and
that it does not matter if society does follow norms. Five people said they would say
something to a violator and 5 out of 7 participants believe that social norms are
- 32 required for society survival. Four participants (57.1%) stated that they would go
against the norm if they were by themselves (See Appendix A, Tables 1-11).
Social Norm Violator Survey
For the Social Norm Violator Survey, participants were asked to violate norm
by performing behaviors such as walking on the wrong side of the sidewalk, eating
with their hands, and saying goodbye when they answered the phone. Out of the 5
participants for the Social Norm Violator Survey, 3 were “Self-conscious” and 2 felt
“Normal” while engaging in the violation. Three people answered that they have
been judged for this behavior in the past, while 1 said they did not know, and 1
participant had never performed this action before. Three out the 5 participants
(60.0%) received stares and comments while engaging in the violation. When asked
only 2 participants had ever performed this behavior while 3 had not. If they had
done this behavior violation before 1 participant said they had rarely performed it
while the other said they had frequently performed the behavior.
Three
participants (60.0%) believed that the behavior they performed did violate social
norms and that people should follow norms in society. However, only 1 person said
that it mattered if people followed social norms.
Even with this result, 4
participants (80.0%) said that norms are needed for the survival of society. Three of
the violators stated that they would perform this behavior if they were by
themselves (See Appendix A, Tables 12-22).
- 33 Social Norms Checklist
For the behaviors, “5 Year Old with Stuffed Animal,” “Saying Hello When
Answering the Phone,” “Using a Knife to Cut Meat,” “Wearing a Coat in Winter,”
“College Student Carrying a Stuffed Animal,” “Holding the Elevator,” “Proper
Dining Etiquette,” “Taking a Message When Someone Calls,” and “Using
Appropriate Speaking Voice” all 9 participants (100%) said that this was a normal
behavior and it had been designated as a “normal behavior” by the researcher.
Eighty-nine percent of participants (8out of 9) stated that “Not Washing Your
Hands after using the Bathroom,” “Yelling in Public,” and “Bringing Your Own Food
to a Restaurant” were abnormal behaviors. This was in accordance with what the
researcher had designated both these behaviors. Only one participant stated that
these 3 behaviors were normal.
For the behaviors, “Talking to Yourself in Public,” “Using a Fork to Eat
Soup,” “Wearing Shorts in Winter,” and “Walking Through a Drive Through,”
“Throwing Food,” “Riding a Scooter Inside” 77.8% of the participants (7 out of 9)
believed that these behaviors were abnormal. Only 2 participants stated that they
thought these behaviors were normal.
The researcher had designated these
behaviors as abnormal.
Six out of nine participants (66.7%) stated that “Walking on the Wrong Side
of the Sidewalk” was an abnormal behavior while 33.3% of participants believed
that this behavior was normal. This was designated as an abnormal behavior by
the researcher.
- 34 Five out of nine (55.6%) participants stated that “Saying Goodbye when
Answering the Phone” and “Facing the Back of the Elevator” were abnormal
behaviors while 4 people said they were normal. These behaviors were designated
“abnormal” by the researcher.
The two behaviors “Talking to People you do not Know” and “Talking to
Strangers” were designated as abnormal behaviors by the researcher, but only
22.2% (2 out of 9) of participants checked the abnormal box in the Social Norms
Checklist.
Concerning the Total chart for the Social Norm Checklist, the number of
norms violated is listed in the first column and the frequency column indicates how
many people violated the norms.
For example, 2 people answered correctly for
every behavior while one person violated 13 norms. The percent column indicates
that 16.7% of participants went against at least one norm. There is no significant
difference between people answering things as normal versus not normal (when not)
(See Appendix A, Tables 23-24).
Behavior Tally
The two behavior tallies were performed in order to see how many and what
types of social norm violations occur on a college campus. The average was about
15.67 violations every 10 minutes for both behavior tallies. Overall there were 188
violations for both behavior tallies.
Several social norms violations were observed during the two observation
periods. Examples of eating norm violations were towers of cups being built and
- 35 straws being put together to form batons. Some of the clothing violations were girls
wearing leggings as pants and boys with their pants falling down. Other clothing
violations were sunglasses being worn inside, shorts in winter, and wearing pants
and a skirt at the same time. Speaking loudly was considered abnormal because
the observed people were yelling across the cafeteria or people talking loudly with
others directly across the table. Peoples’ personal space was violated when people
were picked up or unnecessarily close to each other while eating dinner. The odd
hair color box was marked because some people, mainly girls, had multicolored hair,
pink, or green hair. The odd gesture box was checked when obscene gestures were
observed or when people were seen walking around like a monkey, which occurred
on both observation days. (See Appendix A, Tables 25-27 and Figures 1-2).
Discussion
Social norms are rules that people follow for appropriate values, beliefs,
attitudes, and behaviors. Social norms cover almost every situation and they vary
from standards where complete conformity is expected to those where there is
freedom of choice. In society, people use norms to determine what is normal and
abnormal. The purpose of this research was to determine how important social
norms are and also see what types of behaviors people think are normal.
The
hypothesis was that social norms are often broken in society and that some
participants will believe that norms are important for society and for people to
follow, while others will find them outdated.
- 36 In the Observer and Social Norm Violator Surveys, it seemed that some of
the participants believed it is not crucial if social norms are followed, but few stated
they themselves would break the social norm they were asked to observe or perform
in public. This could happen because the participants do not want to be left out of a
group themselves, even if they think norms are not important. The participants
may not want to risk their own social standing.
In the Social Norms Checklist, the participants were able to mark a normal
behavior as “normal” in the checklist. One hundred percent of the participants
marked the 8 behaviors that were designated as “normal” by the researcher,
“normal” as well. However, behaviors that were designated as “abnormal” by the
researcher were where the participants disagreed.
It is possible that the
participants disagreed on what is abnormal because they are part of different social
groups where behaviors that were designated as “abnormal” by the researcher, are
considered “normal” in that group. This could also be a result of personal opinion
about what is “normal” and “abnormal.” Some people marked abnormal behaviors
as normal in the Social Norms Checklist. This survey proved that social norms can
vary from person to person and that it is almost impossible to find everyone, even in
a small group, to completely agree on what is appropriate in society.
In the Behavior Tally, it appears that at least to some college age students,
social norms are not considered important. Both times the tally was done almost a
100 norms were violated. The most common violations were clothing violations and
speaking loudly. It seemed that the same people tended to violate norms over and
- 37 over during the observation periods. It appears that people did not seem to know or
think they were violating any norms.
There were some limitations with this study. First of all, due to the limited
amount of time to conduct data collection, the participant sample size for all surveys
was relatively small. If time had permitted, the researcher could have recruited
more participants for all components of the study.
Also, more behavioral
observations could have occurred. It would have been beneficial to observe more
locations other than dinner at DeSales University and see what norms were
violated during other times and situations.
A flaw in the study was the lack of matching between survey content on both
the observer and violator surveys. Questions should have been written to match
between both groups, which would have allowed for an analysis of between groups
data (ANOVA). The behaviors being violated and observed for the Observer and
Social Norm Violator Surveys should have also matched during data collection.
Instead, separate behaviors were observed and violated during different times.
This would have not only increased the power of the study and the amount of data
to analyze, but it would have also allowed the researcher to explore the differences
between the groups of violators and observers further. It would have also been
interesting to have individuals violate and observe the same behaviors multiple
times to see if there was a difference in the way the various observers and violators
felt regarding the behaviors that were being violated.
- 38 In the future, the researcher would like to edit the questionnaires and
complete the study with a much larger sample size.
The limitations discussed
above would be addressed. Additionally, it would be interesting to have each
participant violate and observe a violation. This would allow for the differences
between views of violating and observing to be analyzed.
Information the researcher obtained from this study included information about
what types of behaviors people think are normal and abnormal as well as how
people differ in their opinions of what is acceptable in society.
It was also
interesting to note how many violations were seen during the observation periods.
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- 41 -
Appendix A
Tables and Graphs
- 42 Table 1
Observer Survey: Feeling While Observing Social Norm Violation
Variable
Confused
Amused
Angry
Total
Frequency
3
2
2
7
Percentage
42.9
28.6
28.6
100.0
Cumulative Percent
42.0
71.4
100.0
Table 2
Observer Survey: Would You Engage in Behavior
Variable
Frequency
Percentage
Yes
No
Total
1
6
7
14.3
85.7
100.0
Cumulative
Percent
14.3
100.0
Table 3
Observer Survey: Does this Behavior Deviate from Social Norms
Variable
Frequency
Percentage
Not very far
Somewhat far
Very far
Total
2
4
1
7
28.6
57.1
14.3
100.0
Cumulative
Percent
28.6
85.7
100.0
Table 4
Observer Survey: Should Violators be Criticized
Variable
Frequency
Percentage
Yes
No
Total
2
5
7
28.6
71.4
100.0
Cumulative
Percent
28.6
100.0
- 43 Table 5
Observer Survey: How often do you Criticize Social Norm Violators
Variable
Frequency
Percentage
Rarely
Sometimes
All the time
Total
2
2
3
7
28.6
28.6
42.9
100.0
Cumulative
Percent
28.6
57.1
100.0
Table 6
Observer Survey: Type of Norm
Variable
Frequency
Percentage
Dress code
Public Behavior
Total
1
6
7
14.3
85.7
100.0
Cumulative
Percent
14.3
100.0
Table 7
Observer Survey: Should People Follow Norms
Variable
Frequency
Percentage
Yes
No
Total
3
4
7
42.9
57.1
100.0
Cumulative
Percent
42.9
100.0
Table 8
Observer Survey: Does it Matter if People Follow Norms
Variable
Frequency
Percentage
Yes
No
Total
3
4
7
42.9
57.1
100.0
Cumulative
Percent
42.9
100.0
- 44 Table 9
Observer Survey: Would you Say Anything to Violator
Variable
Frequency
Percentage
Yes
No
Total
2
5
7
28.6
71.4
100.0
Cumulative
Percent
28.6
100.0
Table 10
Observer Survey: Are Norms Needed for Survival
Variable
Frequency
Percentage
Yes
No
Total
2
5
7
28.6
71.4
100.0
Cumulative
Percent
28.6
100.0
Table 11
Observer Survey: Would you go Against Norm if By Self
Variable
Frequency
Percentage
Yes
No
Total
4
3
7
57.1
42.9
100.0
Cumulative
Percent
57.1
100.0
Table 12
Social Norm Violator Survey: Feeling While Engaging in Behavior
Variable
Frequency
Percentage
Self-conscious
Normal
Total
3
2
5
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
- 45 Table 13
Social Norm Violator Survey: Have you been Judged/ Criticized for this Behavior?
Variable
Frequency
Percentage
Yes
Not to knowledge
Never performed
Total
3
1
1
5
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Table 14
Social Norm Violator Survey: Receive Stares While Performing Behavior
Variable
Frequency
Percentage
Yes
No
Total
3
2
5
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Table 15
Social Norm Violator Survey: Hear Any Comments While Performing Behavior
Variable
Frequency
Percentage
Yes
No
Total
3
2
5
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Table 16
Social Norm Violator Survey: Have you ever done this Behavior Before
Variable
Frequency
Percentage
Yes
No
Total
2
3
5
40.0
60.0
100.0
Cumulative
Percent
40.0
100.0
- 46 Table 17
Social Norm Violator Survey: How often do you Perform Behavior
Variable
Frequency
Percentage
Never
Rarely
Frequently
Total
3
1
1
5
60.0
20.0
20.0
100.0
Cumulative
Percent
60.0
80.0
100.0
Table 18
Social Norm Violator Survey: Does Behavior Violate Norms
Variable
Frequency
Percentage
Yes
No
Total
3
2
5
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Table 19
Social Norm Violator Survey: Should People Follow Norms
Variable
Frequency
Percentage
Yes
No
Total
3
2
5
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
Table 20
Social Norm Violator Survey: Does it Matter if People Follow Norms
Variable
Frequency
Percentage
Yes
No
Total
1
4
5
20.0
80.0
100.0
Cumulative
Percent
20.0
100.0
- 47 Table 21
Social Norm Violator Survey: Are Norms Needed for Survival
Variable
Frequency
Percentage
Yes
No
Total
4
1
5
80.0
20.0
100.0
Cumulative
Percent
80.0
100.0
Table 22
Social Norm Violator Survey: Does Behavior Violate Norms
Variable
Frequency
Percentage
Yes
No
Total
3
2
5
60.0
40.0
100.0
Cumulative
Percent
60.0
100.0
- 48 Table 23 - Social Norms Checklist
Behavior
Normal
Abnormal
0
Percent
Normal
100
Percent
Abnormal
0
5yo stuffed animal
9
Say hello when answer phone
9
0
100
0
Ride scooter inside
7
2
77.8
22.2
Walk on wrong side of sidewalk
6
3
66.7
33.3
Talk to self in public
7
2
77.8
22.2
College student carrying stuffed
9
0
100
0
animal
7
2
77.8
22.2
Use fork to eat soup
7
2
77.8
22.2
Wear shorts in winter
2
7
22.2
77.8
Talk to people you do not know
8
1
88.9
11.1
Yelling
8
1
88.9
11.1
Not washing hands
9
0
100
0
Using knife to cut meat
9
0
100
0
Wear coat in winter
5
4
55.6
44.4
Saying goodbye when answer
7
2
77.8
22.2
phone
9
0
100
0
Throwing food
2
7
22.2
77.8
Holding elevator
9
0
100
0
Talking to strangers
7
2
77.8
22.2
Proper dining etiquette
9
0
100
0
Walking through drive through
5
4
55.6
44.4
Taking a message when someone
8
1
88.9
11.1
calls
9
0
100
0
Facing back of elevator
Bringing your own food to
restaurant
Use appropriate speaking volume
- 49 Table 24
Social Norms Checklist: Total Norm Violators
Number of
abnormal
answers per
participant
0
1
2
3
4
5
6
7
8
9
10
11
12
13
Frequency
Percent
Percentage
Cumulative
Percent
2
0
1
2
0
1
1
0
1
0
0
0
0
1
3.7
0
1.9
3.7
0
1.9
1.9
0
1.9
0
0
0
0
1.9
22.2
0
11.1
22.2
0
11.1
11.1
0
11.1
0
0
0
0
11.1
22.2
0
33.3
55.6
0
66.7
77.8
0
88.9
0
0
0
0
100.0
Table 25
Behavior Tally 1: 3/3/2011
Time
5:20-5:30
5:30-5:40
5:40-5:50
5:50-6:00
6:00-6:10
6:10-6:20
Total
Violatin
g
Eating
Violating
Clothing
Speakin
g
Loudly
Violatin
g
Persona
l Space
Saying
hello to
everyon
e
0
0
1
2
2
1
6
5
5
12
10
3
6
41
7
5
3
0
0
3
18
3
0
6
4
0
4
17
0
0
0
0
0
0
0
Odd
hair
color
Odd
gestur
es
1
2
1
1
0
0
5
0
2
2
6
1
0
11
Total
16
14
25
23
6
14
98
- 50 Table 26
Behavior Tally 2: 3/16/2011
Time
Violatin
g
Eating
Violatin
g
Clothin
g
Speakin
g
Loudly
Violatin
g
Persona
l Space
Saying
hello to
everyone
Odd
hair
color
Odd
gestur
es
Total
5:305:40
5:405:50
5:506:00
6:006:10
6:106:20
6:206:30
Total
3
0
0
0
0
2
5
2
7
5
2
7
6
29
17
3
6
2
0
16
44
1
0
2
0
0
2
5
0
0
0
0
0
0
0
1
1
1
0
0
0
3
0
1
0
1
1
1
4
24
12
14
5
8
27
90
Table 27
Behavior Tally: Totals for Both Behavior Tallies
Violating
Eating
Violating
Clothing
Speaking
Loudly
Violating
Personal
Space
Saying
hello to
everyone
Odd hair
color
Odd
gestures
Total
11
70
62
22
0
8
15
188
- 51 -
- 52 -
Appendix B
Questionnaires
- 53 Observer Survey
Behavior Violated: __________________
Code #______
Circle only ONE answer for each question
1. How do you feel observing this behavior?
a) Anxious
b) Confused
c) Amused
d) Angry
2. Would you engage in this behavior?
a) Yes
b) No
3. How far does this behavior deviate from normal behavior?
a) Very far
b) Somewhat far
c) Not very far
deviate
d) It does not
4. Do you believe that people who violate social norms should be criticized?
a) Yes
b) No
5. How often do you criticize behavior that violates social norms?
a) All the time
b) Sometimes
c) Rarely d) Never
6. What area of social norms does this behavior violate?
a) Dress code
b) Dining
c) Public behavior
d) Bathroom
7. Do you think people should follow social norms?
a) Yes b) No
8. Do you think it matters if people follow social norms?
a) Yes
b) No
9. Would you say anything to someone who is violating a social norm?
a) Yes b) No
10. Do you believe social norms and conformity are important for the survival of
a society?
a) Yes b) No
11. Would you go against this social norm if you were by yourself?
a) Yes
b) No
- 54 Social Norm Violator Survey
Behavior Violated: ___________________
Code #_______
Circle only ONE answer for each question
1. How did you feel while you were engaging in this behavior?
a) Nervous
b) Self-conscious c) Normal
d) Anxious
2. Have you ever been judged/criticized for this behavior?
a) Yes b) No c) Not to your knowledge d) Never performed this
behavior before
3. Did you receive any stares while performing this behavior?
a) Yes
b) No
4. Did you hear anyone comment about your behavior?
a) Yes
b) No
5. Have you ever done this behavior before?
a) Yes b) No
6. If you answered “Yes” to question 5, how often have you performed this
behavior?
a) All the time
b) Frequently
c) Once in a while d) Rarely
7. Do you think this behavior violates any social norms of society?
a) Yes
b) No
8. Do you think that people should follow social norms?
a) Yes
b) No
9. Do you think it matters if people do not follow social norms?
a) Yes
b) No
10. Do you believe social norms and conformity are important for the survival of
a society?
a) Yes
b) No
11. Would you go against this social norm if you were by yourself?
a) Yes
b) No
- 55 Social Norm Checklist
Put a check in the appropriate column.
Behavior
Normal
A 5 year old carrying a stuffed animal
in public
Saying hello when you answer the
phone
Riding a scooter inside buildings
Walking on the wrong side of the
sidewalk
Talking to yourself in public
A college student carrying a stuffed
animal in public
Using a fork to eat soup
Wearing shorts outside in winter
Talking to people you do not know
Yelling in public
Not washing your hands after using
the bathroom
Using a knife to cut meat
Wearing a coat in winter
Saying goodbye when you answer the
phone
Throwing food
Holding the elevator for someone
Talking to strangers
Use proper dining etiquette
depending on the situation
Walk through a drive through
Take a message when someone calls
Face the back of the elevator
Bring your own food to a restaurant
Use appropriate speaking volume
depending on the situation
Code #_____
Not Normal
Observer: Jessica Weaver
Date:
Setting: (location and description of event): DeSales University Center at dinner
around 5:00pm
- 56 Start time: 5:20pm
End time: 6:20pm Total observation time: 60 minutes
Defined behavior
Normal: Socializing, eating, walking at average pace, dressed weather
appropriate, etc.
Abnormal: Defying social norms: not speaking at an appropriate volume, not
dressing weather appropriate, running, etc.
Behavior Tally Key
o


Intervals
5:20-5:30
Violating eating norm
Violating clothing norm
Speaking at inappropriate volume (i.e. yelling)
Violating people’s personal space
Saying hello to every person you see
Miscellaneous (Odd hair color, gestures)
Tallies
Notes
5:30-5:40
5:40-5:50
5:50-6:00
6:00-6:10
6:10-6:20
Total violations during observation:
Most common norm violated:
Patterns observed:
- 57 -
Appendix C
Informed Consent
- 58 INFORMED CONSENT
The purpose of this research is to study social norms, how important they are in
society, and what people think is normal versus abnormal. The results of this study
will not benefit you in a direct way, but will help answer certain questions. These
results will help us develop a better understanding of social norms and their effects
on our society and our way of thinking.
If you participate in this study, your responses will be used for the purpose of
research and this paper only. The responses will be kept confidential and
anonymous.
The Observer Survey should take between 5-10 minutes to complete. The Social
Norm Violator Survey will take a longer amount of time because the participant has
to perform the action first and then answer the survey. The survey itself should
only take between 5-10 minutes to complete, but the amount of time required will
vary depending on the social norm violation. The Social Norms Checklist in which
the participant categorizes behaviors as normal or not normal should take about 5
minutes as well. There is no right or wrong answers to any of these questions. The
purpose is to be honest on the survey. Please answer every question on the surveys
without leaving any blanks. Please answer the questions without help from anyone
else. No one should see your answers or try and help you with them.
When you have completed the survey, fold the survey in half. Return the survey to
the research when you have completed the survey. Completion and return of the
survey indicates consent to participate in the study. If you do not wish to take part
in this study, do not complete or return the survey.
It is unlikely that any risk or discomfort is associated with this research. However,
if any of the questions cause unease, or if you have any questions or concerns,
please contact the study advisor at:
Jessica Weaver
DeSales University
2755 Station Ave
Center Valley, PA 18034
717-465-8605
[email protected]