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What Is Conformity?

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Amy Morin, LCSW, is a psychotherapist and international bestselling author. Her books, including "13 Things Mentally Strong People Don't Do," have been translated into more than 40 languages. Her TEDx talk,  "The Secret of Becoming Mentally Strong," is one of the most viewed talks of all time.

Types of Conformity

Influential factors.

• Potential Pitfalls

Frequently Asked Questions

Conformity is the act of changing your behaviors in order to fit in or go along with the people around you.

In some cases, this social influence might involve agreeing with or acting like the majority of people in a specific group, or it might involve behaving in a particular way in order to be perceived as "normal" by the group. Essentially, conformity involves giving in to group pressure.

Why We Conform

Researchers have found that people conform for a number of different reasons. In many cases, looking to the rest of the group for clues for how we should behave can be helpful. Other people might have greater knowledge or experience than we do, so following their lead can actually be instructive.

In some instances, we conform to the expectations of the group in order to avoid looking foolish. This tendency can become particularly strong in situations where we are not quite sure how to act or where the expectations are ambiguous.

In 1955, Deutsch and Gerard identified two key reasons why people conform: informational influence and normative influence.

• Informational influence happens when people change their behavior in order to be correct. In situations where we are unsure of the correct response, we often look to others who are better informed and more knowledgeable and use their lead as a guide for our own behaviors. In a classroom setting, for example, this might involve agreeing with the judgments of another classmate who you perceive as being highly intelligent.
• Normative influence stems from a desire to avoid punishments (such as going along with the rules in class even though you don't agree with them) and gain rewards (such as behaving in a certain way in order to get people to like you).

Conformity is something that happens regularly in our social worlds. Sometimes we are aware of our behavior, but in many cases, it happens without much thought or awareness on our parts. In some cases, we go along with things that we disagree with or behave in ways that we know we shouldn't.

Some of the best-known experiments on the psychology of conformity deal with people going along with the group, even when they know the group is wrong.

Jenness's 1932 Experiment

In one of the earliest experiments on conformity, Jenness asked participants to estimate the number of beans in a bottle. They first estimated the number individually and then later as a group. After they were asked as a group, they were then asked again individually. The experimenter found that their estimates shifted from their original guess to closer to what other members of the group had guessed.

Sherif's Autokinetic Effect Experiments

In a series of experiments, Muzafer Sherif asked participants to estimate how far a dot of light in a dark room moved. In reality, the dot was static, but it appeared to move due to something known as the autokinetic effect. Essentially, tiny movements of the eyes make it appear that a small spot of light is moving in a dark room.

When asked individually, the participants' answers varied considerably. When asked as part of a group, however, Sherif found that the responses converged toward a central mean. Sherif's results, published in 1935, demonstrated that in an ambiguous situation, people will conform to the group, an example of informational influence.

Asch's Conformity Experiments

In this series of famous experiments , conducted in the 1950s, psychologist Solomon Asch asked participants to complete what they believed was a simple perceptual task. They were asked to choose a line that matched the length of one of three different lines.

When asked individually, participants would choose the correct line. When asked in the presence of confederates who were in on the experiment and who intentionally selected the wrong line, around 75% of participants conformed to the group at least once.

This experiment is a good example of normative influence. Participants changed their answer and conformed to the group in order to fit in and avoid standing out.

Stanford Prison Experiment

In this controversial experiment , conducted in 1971, Philip Zimbardo simulated a prison setting to see how people's behavior would change according to the role they were given (prisoner or prison guard). It showed that behavior was affected by the expectations of the role. However, there are many criticisms of this experiment and its results.

Normative and informational influences are two important types of conformity, but there are also a number of other reasons why we conform.

Normative Conformity

This type of conformity involves changing one's behavior in order to fit in with a group. For example, a teenager might dress in a certain style because they want to look like their peers who are members of a particular group.

Informational Conformity

In this case, conformity is looking to the group for information and direction (this happens when a person lacks knowledge). Think of attending your first class at a new yoga studio. You would probably watch what others were doing to see where you should hang your coat, stow your shoes, unroll your mat, and so on.

Identification

Identification is conforming based on social roles. The Stanford Prison Experiment is an example of this type of conformity.

Compliance is changing one's behavior while still internally disagreeing with the group. For example, you might read a book for your book club and really enjoy it. But at your meeting, you learn that the other members all disliked the book. Rather than go against the group opinion, you might simply agree that the book was terrible.

Internalization

This type of conformity involves changing one's behavior to be like another person. You might notice this in a friend who's taste in music or movies shifts to match that of their romantic partner.

Human behavior and psychology is complex. People may conform in some situations and not in others, depending on factors including:

• The difficulty of the task : Difficult tasks can lead to both increased and decreased conformity. Not knowing how to perform a difficult task makes people more likely to conform, but increased difficulty can also make people more accepting of different responses, leading to less conformity.
• Individual differences : Personal characteristics, such as motivation to achieve and strong leadership abilities , are linked with a decreased tendency to conform.
• Group size : People are more likely to conform in situations that involve between three and five other people.
• Situation : People are more likely to conform in ambiguous situations where they are unclear about how they should respond.
• Cultural differences : People from collectivist cultures are more likely to conform.

Potential Pitfalls of Conformity

While it is often beneficial to fit in with a group, sometimes conformity can have undesirable consequences. For example, feeling like you have to change your appearance or personality to be a member of a group might lower your self-esteem .

Succumbing to peer pressure could lead to risky or illegal behavior, such as underage drinking. Or, conformity might lead to a bystander effect , in which going along with the group means failing to act when someone is in need.

A desire to conform might also limit your openness to new ideas or arguments. And conforming with a group could even result in feelings or acts of prejudice .

A Word From Verywell

Understanding conformity can help you make sense of the reasons why some people go along with the crowd, even when their choices seem out of character for them. It can also help you see how other people's behavior may influence the choices you make.

Compliance is changing one's behavior in response to a request to do so, such as a friend asking you to give them a ride. It's not the same as obedience (for example, a student following a school rule) because the request came from someone who doesn't have authority over you. Conformity is more subtle. It is when you change your behavior (consciously or unconsciously) not based on a request, but based on a perceived need to fit in with those around you.

Research shows that conformity to peers peaks in mid-adolescence, around age 14. At this age, children spend more time with peers and their influence is strongest.

In more individualistic cultures, people are less likely to conform. In collectivist cultures, conformity is more valued.

Conformity bias is the tendency to make decisions or judgments based on other people's behavior. Once one person in a class cheats on a test, for example, others may be more willing to cheat because they see that it is acceptable to the group.

Wei Z, Zhao Z, Zheng Y. Following the majority: Social influence in trusting behavior .  Front Neurosci . 2019;13:89. doi:10.3389/fnins.2019.00089

Deutsch M, Gerard HB. A study of normative and informational social influences upon individual judgment .  J Abnormal Social Psychol. 1955;51(3):629-636.doi:10.1037/h0046408

Sowden S, Koletsi S, Lymberopoulos E, Militaru E, Catmur C, Bird G. Quantifying compliance and acceptance through public and private social conformity .  Conscious Cogn . 2018;65:359–367. doi:10.1016/j.concog.2018.08.009

Morgan TJ, Laland KN. The biological bases of conformity .  Front Neurosci . 2012;6:87. doi:10.3389/fnins.2012.00087

Le Texier T. Debunking the Stanford Prison Experiment . Am Psychol. 2019;74(7):823-839. doi:10.1037/amp0000401

Knoll LJ, Leung JT, Foulkes L, Blakemore SJ. Age-related differences in social influence on risk perception depend on the direction of influence . J Adolesc. 2017;60:53-63. doi:10.1016/j.adolescence.2017.07.002

Asch SE. Effects of group pressure upon the modification and distortion of judgments . In: Guetzkow H, ed. Groups, Leadership and Men. Carnegie Press.

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Eysenck MW. Psychology: An International Perspective . Psychology Press.

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Sherif M. A study of some social factors in perception . Arch Psychol. 1935(187):60.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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14 Conformity and Obedience

We often change our attitudes and behaviors to match the attitudes and behaviors of the people around us. One reason for this conformity is a concern about what other people think of us. This process was demonstrated in a classic study in which college students deliberately gave wrong answers to a simple visual judgment task rather than go against the group. Another reason we conform to the norm is because other people often have information we do not, and relying on norms can be a reasonable strategy when we are uncertain about how we are supposed to act. Unfortunately, we frequently misperceive how the typical person acts, which can contribute to problems such as the excessive binge drinking often seen in college students. Obeying orders from an authority figure can sometimes lead to disturbing behavior. This danger was illustrated in a famous study in which participants were instructed to administer painful electric shocks to another person in what they believed to be a learning experiment. Despite vehement protests from the person receiving the shocks, most participants continued the procedure when instructed to do so by the experimenter. The findings raise questions about the power of blind obedience in deplorable situations such as atrocities and genocide. They also raise concerns about the ethical treatment of participants in psychology experiments.

Learning Objectives

• Become aware of how widespread conformity is in our lives and some of the ways each of us changes our attitudes and behavior to match the norm.
• Understand the two primary reasons why people often conform to perceived norms.
• Appreciate how obedience to authority has been examined in laboratory studies and some of the implications of the findings from these investigations.
• Consider some of the remaining issues and sources of controversy surrounding Milgram’s obedience studies.

Introduction

When he was a teenager, my son often enjoyed looking at photographs of me and my wife taken when we were in high school. He laughed at the hairstyles, the clothing, and the kind of glasses people wore “back then.” And when he was through with his ridiculing, we would point out that no one is immune to fashions and fads and that someday his children will probably be equally amused by his high school photographs and the trends he found so normal at the time.

Everyday observation confirms that we often adopt the actions and attitudes of the people around us. Trends in clothing, music, foods, and entertainment are obvious. But our views on political issues, religious questions, and lifestyles also reflect to some degree the attitudes of the people we interact with. Similarly, decisions about behaviors such as smoking and drinking are influenced by whether the people we spend time with engage in these activities. Psychologists refer to this widespread tendency to act and think like the people around us as conformity .

What causes all this conformity? To start, humans may possess an inherent tendency to imitate the actions of others. Although we usually are not aware of it, we often mimic the gestures, body posture, language, talking speed, and many other behaviors of the people we interact with. Researchers find that this mimicking increases the connection between people and allows our interactions to flow more smoothly ( Chartrand & Bargh, 1999 ).

Beyond this automatic tendency to imitate others, psychologists have identified two primary reasons for conformity. The first of these is normative influence . When normative influence is operating, people go along with the crowd because they are concerned about what others think of them. We don’t want to look out of step or become the target of criticism just because we like different kinds of music or dress differently than everyone else. Fitting in also brings rewards such as camaraderie and compliments.

How powerful is normative influence? Consider a classic study conducted many years ago by Solomon Asch ( 1956 ). The participants were male college students who were asked to engage in a seemingly simple task. An experimenter standing several feet away held up a card that depicted one line on the left side and three lines on the right side. The participant’s job was to say aloud which of the three lines on the right was the same length as the line on the left. Sixteen cards were presented one at a time, and the correct answer on each was so obvious as to make the task a little boring. Except for one thing. The participant was not alone. In fact, there were six other people in the room who also gave their answers to the line-judgment task aloud. Moreover, although they pretended to be fellow participants, these other individuals were, in fact, confederates working with the experimenter. The real participant was seated so that he always gave his answer after hearing what five other “participants” said. Everything went smoothly until the third trial, when inexplicably the first “participant” gave an obviously incorrect answer. The mistake might have been amusing, except the second participant gave the same answer. As did the third, the fourth, and the fifth participant. Suddenly the real participant was in a difficult situation. His eyes told him one thing, but five out of five people apparently saw something else.

It’s one thing to wear your hair a certain way or like certain foods because everyone around you does. But, would participants intentionally give a wrong answer just to conform with the other participants? The confederates uniformly gave incorrect answers on 12 of the 16 trials, and 76 percent of the participants went along with the norm at least once and also gave the wrong answer. In total, they conformed with the group on one-third of the 12 test trials. Although we might be impressed that the majority of the time participants answered honestly, most psychologists find it remarkable that so many college students caved in to the pressure of the group rather than do the job they had volunteered to do. In almost all cases, the participants knew they were giving an incorrect answer, but their concern for what these other people might be thinking about them overpowered their desire to do the right thing.

Variations of Asch’s procedures have been conducted numerous times ( Bond, 2005 ; Bond & Smith, 1996 ). We now know that the findings are easily replicated, that there is an increase in conformity with more confederates (up to about five), that teenagers are more prone to conforming than are adults, and that people conform significantly less often when they believe the confederates will not hear their responses ( Berndt, 1979 ; Bond, 2005 ; Crutchfield, 1955 ; Deutsch & Gerard, 1955 ). This last finding is consistent with the notion that participants change their answers because they are concerned about what others think of them. Finally, although we see the effect in virtually every culture that has been studied, more conformity is found in collectivist countries such as Japan and China than in individualistic countries such as the United States ( Bond & Smith, 1996 ). Compared with individualistic cultures, people who live in collectivist cultures place a higher value on the goals of the group than on individual preferences. They also are more motivated to maintain harmony in their interpersonal relations.

The other reason we sometimes go along with the crowd is that people are often a source of information. Psychologists refer to this process as informational influence . Most of us, most of the time, are motivated to do the right thing. If society deems that we put litter in a proper container, speak softly in libraries, and tip our waiter, then that’s what most of us will do. But sometimes it’s not clear what society expects of us. In these situations, we often rely on descriptive norms ( Cialdini, Reno, & Kallgren, 1990 ). That is, we act the way most people—or most people like us—act. This is not an unreasonable strategy. Other people often have information that we do not, especially when we find ourselves in new situations. If you have ever been part of a conversation that went something like this,

“Do you think we should?” “Sure. Everyone else is doing it.”,

you have experienced the power of informational influence.

However, it’s not always easy to obtain good descriptive norm information, which means we sometimes rely on a flawed notion of the norm when deciding how we should behave. A good example of how misperceived norms can lead to problems is found in research on binge drinking among college students. Excessive drinking is a serious problem on many campuses ( Mita, 2009 ). There are many reasons why students binge drink, but one of the most important is their perception of the descriptive norm. How much students drink is highly correlated with how much they believe the average student drinks ( Neighbors, Lee, Lewis, Fossos, & Larimer, 2007 ). Unfortunately, students aren’t very good at making this assessment. They notice the boisterous heavy drinker at the party but fail to consider all the students not attending the party. As a result, students typically overestimate the descriptive norm for college student drinking ( Borsari & Carey, 2003 ; Perkins, Haines, & Rice, 2005 ). Most students believe they consume significantly less alcohol than the norm, a miscalculation that creates a dangerous push toward more and more excessive alcohol consumption. On the positive side, providing students with accurate information about drinking norms has been found to reduce overindulgent drinking ( Burger, LaSalvia, Hendricks, Mehdipour, & Neudeck, 2011 ; Neighbors, Lee, Lewis, Fossos, & Walter, 2009 ).

Researchers have demonstrated the power of descriptive norms in a number of areas. Homeowners reduced the amount of energy they used when they learned that they were consuming more energy than their neighbors ( Schultz, Nolan, Cialdini, Goldstein, & Griskevicius, 2007 ). Undergraduates selected the healthy food option when led to believe that other students had made this choice ( Burger et al., 2010 ). Hotel guests were more likely to reuse their towels when a hanger in the bathroom told them that this is what most guests did ( Goldstein, Cialdini, & Griskevicius, 2008 ). And more people began using the stairs instead of the elevator when informed that the vast majority of people took the stairs to go up one or two floors ( Burger & Shelton, 2011 ).

Although we may be influenced by the people around us more than we recognize, whether we conform to the norm is up to us. But sometimes decisions about how to act are not so easy. Sometimes we are directed by a more powerful person to do things we may not want to do. Researchers who study obedience are interested in how people react when given an order or command from someone in a position of authority. In many situations, obedience is a good thing. We are taught at an early age to obey parents, teachers, and police officers. It’s also important to follow instructions from judges, firefighters, and lifeguards. And a military would fail to function if soldiers stopped obeying orders from superiors. But, there is also a dark side to obedience. In the name of “following orders” or “just doing my job,” people can violate ethical principles and break laws. More disturbingly, obedience often is at the heart of some of the worst of human behavior—massacres, atrocities, and even genocide.

It was this unsettling side of obedience that led to some of the most famous and most controversial research in the history of psychology. Milgram ( 1963 , 1965 , 1974 ) wanted to know why so many otherwise decent German citizens went along with the brutality of the Nazi leaders during the Holocaust. “These inhumane policies may have originated in the mind of a single person,” Milgram ( 1963 , p. 371) wrote, “but they could only be carried out on a massive scale if a very large number of persons obeyed orders.”

To understand this obedience, Milgram conducted a series of laboratory investigations. In all but one variation of the basic procedure, participants were men recruited from the community surrounding Yale University, where the research was carried out. These citizens signed up for what they believed to be an experiment on learning and memory. In particular, they were told the research concerned the effects of punishment on learning. Three people were involved in each session. One was the participant. Another was the experimenter. The third was a confederate who pretended to be another participant.

The experimenter explained that the study consisted of a memory test and that one of the men would be the teacher and the other the learner. Through a rigged drawing, the real participant was always assigned the teacher’s role and the confederate was always the learner. The teacher watched as the learner was strapped into a chair and had electrodes attached to his wrist. The teacher then moved to the room next door where he was seated in front of a large metal box the experimenter identified as a “shock generator.” The front of the box displayed gauges and lights and, most noteworthy, a series of 30 levers across the bottom. Each lever was labeled with a voltage figure, starting with 15 volts and moving up in 15-volt increments to 450 volts. Labels also indicated the strength of the shocks, starting with “Slight Shock” and moving up to “Danger: Severe Shock” toward the end. The last two levers were simply labeled “XXX” in red.

Through a microphone, the teacher administered a memory test to the learner in the next room. The learner responded to the multiple-choice items by pressing one of four buttons that were barely within reach of his strapped-down hand. If the teacher saw the correct answer light up on his side of the wall, he simply moved on to the next item. But if the learner got the item wrong, the teacher pressed one of the shock levers and, thereby, delivered the learner’s punishment. The teacher was instructed to start with the 15-volt lever and move up to the next highest shock for each successive wrong answer.

In reality, the learner received no shocks. But he did make a lot of mistakes on the test, which forced the teacher to administer what he believed to be increasingly strong shocks. The purpose of the study was to see how far the teacher would go before refusing to continue. The teacher’s first hint that something was amiss came after pressing the 75-volt lever and hearing through the wall the learner say “Ugh!” The learner’s reactions became stronger and louder with each lever press. At 150 volts, the learner yelled out, “Experimenter! That’s all. Get me out of here. I told you I had heart trouble. My heart’s starting to bother me now. Get me out of here, please. My heart’s starting to bother me. I refuse to go on. Let me out.”

The experimenter’s role was to encourage the participant to continue. If at any time the teacher asked to end the session, the experimenter responded with phrases such as, “The experiment requires that you continue,” and “You have no other choice, you must go on.” The experimenter ended the session only after the teacher stated four successive times that he did not want to continue. All the while, the learner’s protests became more intense with each shock. After 300 volts, the learner refused to answer any more questions, which led the experimenter to say that no answer should be considered a wrong answer. After 330 volts, despite vehement protests from the learner following previous shocks, the teacher heard only silence, suggesting that the learner was now physically unable to respond. If the teacher reached 450 volts—the end of the generator—the experimenter told him to continue pressing the 450 volt lever for each wrong answer. It was only after the teacher pressed the 450-volt lever three times that the experimenter announced that the study was over.

If you had been a participant in this research, what would you have done? Virtually everyone says he or she would have stopped early in the process. And most people predict that very few if any participants would keep pressing all the way to 450 volts. Yet in the basic procedure described here, 65 percent of the participants continued to administer shocks to the very end of the session. These were not brutal, sadistic men. They were ordinary citizens who nonetheless followed the experimenter’s instructions to administer what they believed to be excruciating if not dangerous electric shocks to an innocent person. The disturbing implication from the findings is that, under the right circumstances, each of us may be capable of acting in some very uncharacteristic and perhaps some very unsettling ways.

Milgram conducted many variations of this basic procedure to explore some of the factors that affect obedience. He found that obedience rates decreased when the learner was in the same room as the experimenter and declined even further when the teacher had to physically touch the learner to administer the punishment. Participants also were less willing to continue the procedure after seeing other teachers refuse to press the shock levers, and they were significantly less obedient when the instructions to continue came from a person they believed to be another participant rather than from the experimenter. Finally, Milgram found that women participants followed the experimenter’s instructions at exactly the same rate the men had.

Milgram’s obedience research has been the subject of much controversy and discussion. Psychologists continue to debate the extent to which Milgram’s studies tell us something about atrocities in general and about the behavior of German citizens during the Holocaust in particular ( Miller, 2004 ). Certainly, there are important features of that time and place that cannot be recreated in a laboratory, such as a pervasive climate of prejudice and dehumanization. Another issue concerns the relevance of the findings. Some people have argued that today we are more aware of the dangers of blind obedience than we were when the research was conducted back in the 1960s. However, findings from partial and modified replications of Milgram’s procedures conducted in recent years suggest that people respond to the situation today much like they did a half a century ago ( Burger, 2009 ).

Another point of controversy concerns the ethical treatment of research participants. Researchers have an obligation to look out for the welfare of their participants. Yet, there is little doubt that many of Milgram’s participants experienced intense levels of stress as they went through the procedure. In his defense, Milgram was not unconcerned about the effects of the experience on his participants. And in follow-up questionnaires, the vast majority of his participants said they were pleased they had been part of the research and thought similar experiments should be conducted in the future. Nonetheless, in part because of Milgram’s studies, guidelines and procedures were developed to protect research participants from these kinds of experiences. Although Milgram’s intriguing findings left us with many unanswered questions, conducting a full replication of his experiment remains out of bounds by today’s standards.

Finally, it is also worth noting that although a number of factors appear to lead to obedience, there are also those who would not obey. In one conceptual replication of the Milgram studies, conducted with a small sample in Italy, the researchers explored the moment that approximately two-thirds of the sample refused to cooperate ( Bocchiaro & Zimbardo, 2010 ). The investigators identified compassion, ethics, and recognition of the situation as problematic as major influences on refusal. Thus, just as there are pressures to obey there are also instances in which people can stand up to authority.

Social psychologists are fond of saying that we are all influenced by the people around us more than we recognize. Of course, each person is unique, and ultimately each of us makes choices about how we will and will not act. But decades of research on conformity and obedience make it clear that we live in a social world and that—for better or worse—much of what we do is a reflection of the people we encounter.

Text Attribution

Media attributions.

• Asch experiment
• Please Think Of the Owls
• Tuol Sleng Genocide Museum – Phnom Penh, Cambodia
• Milgram experiment
• Intense Shock

Changing one’s attitude or behavior to match a perceived social norm.

Conformity that results from a concern for what other people think of us.

Conformity that results from a concern to act in a socially approved manner as determined by how others act.

The perception of what most people do in a given situation.

Responding to an order or command from a person in a position of authority.

An Introduction to Social Psychology Copyright © 2022 by Thomas Edison State University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Reviewed by Psychology Today Staff

Conformity is the tendency for an individual to align their attitudes, beliefs, and behaviors with those of the people around them. Conformity can take the form of overt social pressure or subtler, unconscious influence. Regardless of its form, it can be a powerful force—able to change how large groups behave, to start or end conflicts, and much more.

• Why We Conform
• How Conformity Influences Behavior
• Types of Conformity

As much as most people like to think of themselves as unique individuals, in reality, humans are social beings—and for the sake of group cohesion, people are evolutionarily driven to fit in. That usually means copying the actions of others, looking to the group when deciding how to think or behave, or doing what is "expected" based on widely accepted (if often unspoken) social norms.

Though it's often derided, conformity isn't necessarily a malevolent force. At its best, conformity offers a sense of belonging and group identity and can encourage people to adhere to moral standards. At its worst, though, it can bring out a person's darkest impulses and even be used to justify—and carry out—large-scale atrocities.

The need to belong is deeply wired into human biology. In evolutionary terms, going against one’s group could be costly, and social cohesion was critical for the group’s overall success. Today, the desire for acceptance—or the drive to “fit in”—remains a basic human instinct for the vast majority of people .

Conformity is not inherently positive or negative. When conformity occurs because of fear, concern for one’s social standing, or has dangerous consequences, it may be seen as negative. However, conformity that protects the overall well-being of the group—mutually deciding to respect private property, for instance—can help societies succeed.

One reason is called social proof ; it’s common to assume that if most other people are doing something, it must be correct. A desire for social harmony is another major driver of conformity. Going along with what others are doing reduces the possibility of disagreements that could lead to one group member being ostracized.

It appears to be. Conformity is a universal feature across societies , leading researchers to suspect that it gave us an evolutionary advantage. But despite its evolutionary roots, conformity is not universally beneficial and can prove dangerous—either to individuals or to the group itself—when its resulting norms and practices are never questioned.

Generally, yes; though individuals prioritize fitting in to varying degrees, virtually everyone who interacts with society conforms to it in some way. This may manifest in their appearance, behavior, or the social norms they choose to follow. While some people strive to be “non-conformist,” conformity is a fact of life for the vast majority of humankind.

Conformity is typically motivated by a person's identification with a specific group. In theory, to be truly accepted as a member, an individual must adopt the norms and rules that govern the group's behavior. These actions may, at first, differ from their own personal values. In time, however, the individual's underlying beliefs and attitudes may begin to shift as the opinions and behaviors of the group become ingrained and automatic.

People learn social skills at an early age by observing and copying the behavior of others. As an individual grows older, the social pressure to conform with group norms becomes stronger. Established group members may use a variety of tactics to persuade outsiders to conform, including praising, criticizing, bullying , or modeling "correct" behavior.

A healthy amount of conformity can lead to increased social harmony , on both interpersonal and societal levels. For instance, a society in which all members collectively agree to conform to certain driving-related behaviors—driving on the right side of the road, perhaps, or yielding to pedestrians—will experience fewer traffic accidents than a society without such agreements. 

The bystander effect —in which the presence of others discourages individuals from intervening in a situation—is likely influenced, in part, by conformity: If we see others choosing to do nothing, we’re more likely to do nothing ourselves. Diffusion of responsibility—in which no individual feels like it’s up to them to intervene—may also partially motivate the effect. 

If you lack information about something and need to make a quick decision, copying the behavior of those around you may be the best move—though there are, of course, exceptions to this rule. If conforming to a norm will help your group solve a collective problem, it’s likely beneficial for you to follow suit.

Unfortunately, yes. A desire to be accepted, to not make waves, or to punish “non-conformists” has motivated bullying , exclusion, and even large-scale atrocities. The Holocaust is often cited as an example of the dangers of unchecked conformity and blind obedience to authority.

Conformity motivated by deference to authority or fear of punishment is likely to be harmful. When group members conceal critical information from each other in order not to rock the boat, or are willing to deny the evidence of their own senses, the group is at risk of groupthink or extreme polarization. 

Even one voice of dissent can dampen a collective urge to conform to harmful behaviors. Freely sharing any and all relevant information, regularly assessing group norms to determine if they’re helpful or harmful, and having the courage to speak up when things aren’t right can stop groups from engaging in destructive behaviors.

Not all kinds of conformity are the same. Though psychological research has examined many aspects of conformity and related concepts, researchers have typically focused on two main types of conformity: informational and normative . Informational conformity is the tendency to turn to a group to glean information, make decisions, or form opinions. Normative conformity is the tendency to behave in certain ways in order to be accepted by a group. Of the two, normative conformity may be the most dangerous, as it can motivate someone to go along with a group even if they know the group is wrong.

Conformity denotes a wide-ranging phenomenon in which people (intentionally or unintentionally) shift their behavior or beliefs to fit in with a larger group. Groupthink refers to a specific kind of dysfunctional decision-making in which a group of well-intentioned people make irrational decisions. Groupthink is often, but not always, spurred by a desire to conform.

No, though they both can influence the behavior of individuals or groups. Obedience requires a social hierarchy in which lower-ranking people comply with demands from authority figures above them. Conformity, on the other hand, can occur among people of equal or unequal social standing, through spoken or unspoken influence from others in the group.

Informational conformity occurs when individuals look to the group to seek information—deciding what products to buy, for instance, or which non-group members can be trusted. Normative conformity refers to the shifting of behaviors and beliefs resulting from this information gathering. Thus, the two types of conformity work together to shift behavior and encourage social cohesion .

According to Harvard social psychologist Herbert Kelman, compliance is the outward appearance of conformity, regardless of whether or not one’s internal beliefs have changed. 

In Kelman’s conceptualization of conformity, the term identification refers to conformity that is motivated by a desire to be accepted by a specific person or group.

Internalization occurs when the ideas and behaviors to which the individual is conforming reflect their sense of self and have become congruent with their values. In other words, they're not just behaving in accordance with the group's beliefs; they actually believe them, too.

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Conformity - Free Essay Samples And Topic Ideas

Conformity, the act of matching attitudes, beliefs, and behaviors to group norms, is a significant aspect of social psychology. Essays on conformity could explore classic studies like Solomon Asch’s line experiment, or discuss the factors influencing conformity such as group size, unanimity, and public or private response. Exploring the implications of conformity on individual and societal levels, discussing the balance between conformity and individuality, or examining the impact of social and cultural factors on conformity could also be of interest. Analyses of how conformity manifests in various social contexts like school, workplace, or politics, and discussion on the strategies to address excessive conformity or promote critical thinking and individuality could offer a nuanced understanding of this psychological phenomenon. A vast selection of complimentary essay illustrations pertaining to Conformity you can find in Papersowl database. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Confronting the Issue of Conformity

Conformity, or the concept of behaving in accordance with socially accepted norms, is a phenomenon that plagues postmodern American society and is warned of in Aldous Huxley’s Brave New World. Huxley designs the fictional World Society as a setting for his novel, which is characterized by pervasive conditioning of all citizens to discourage individualistic expression. Conformity is not only encouraged but enforced as the only way to maintain a stable society, and the unique nature of each individual is stifled […]

Conformity Within 20th and 21st Centuries Utopias/Dystopias Idealized by Cold War Era

The Cold War changed the way that many people in the United States and the world in general viewed the vast differences between freedom and control. One of the key factors in the Soviet Union that so frightened outsiders, was the level of conformity that they commanded over their people. In the People’s Republic of China, everything from communication to travel was controlled and people did their jobs in both communities or were left behind in history. Every person was […]

Sexual Orientation, Gender Identity, and Inequality

Social class has been traditionally defined by an individual’s occupation, education, and/or income and are then compared between individuals, if you fall somewhere within the same category as another you are then thought to be a part of the same social class (Hurst, 2013, p. 15). Something overlooked in terms of how we see the social class is the ignoring of intersectionality and its effects on a person’s social class.  Now, what is intersectionality? Intersectionality is how different aspects of […]

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Does Social Media Encourage Conformity

Apart from that, society also conform to stereotype on LGBT, gender, religion, race, age through the affect of social media. This is because social media will share a lot of information that tend to presevere in our mind. The current investigation examined the influence of the media on lesbian, gay, bisexual, transgender (LGBT) identity using both survey and in-depth interview approaches. In Study 1, 126 LGBT survey respondents in Texas indicated that the media influenced their self-realization, coming out, and […]

The American Dream Possible

One of the most influential theories of all time is Merton’s Strain Theory, which was engender in 1938. Robert K. Merton developed the structural strain theory as an extension of the functionalist perspective on deviant. Robert Merton argued that society might be set up in a way that inspirits an inordinate amount of deviance. Merton believed that when societal norms, or convivially accepted goals place pressure on the individual to conform they coerce the individual to either work within the […]

Review on the Book “One Flew over the Cuckoo’s”

In the book One flew over the Cuckoo’s, psychiatric hospital have all the kind of patients Nurse Ratched controls everything; they have group meeting every day and the patients have to eat medicine every day, but those medicine is not really help much, and probably make them worse. Compare to the real life, the psychiatric hospital just like school ; student are the patients. We has to go to school every day, and listen to the teacher just like the […]

Influence Among Adolescents and Young Adults

"In this, I’m reading about peer influence among adolescents and young adults. There has been a big concern about the influence on adolescents for a number of reasons. According to the Bureau of Justice Statistics (2007) is that adolescents and young adults maintain the highest arrest and victimization for rates of violent crimes. As the adolescents get older they developmental period where their peers have a strong influence with each other. This is when their identity comes into play they […]

Men Succumb to Societal Pressures

Going off to college can be a pivotal moment in a young man’s life– he is away from home, has more independence, has to make new friends, etc. Once a young man is placed in a new environment surrounded by other men, they may feel obligated to “prove” themselves masculine through conventional masculine norms that may have adverse effects to their mental health. The fact that many men succumb to societal pressures to act anti-feminine, self-reliant, aggressive, etc., is important […]

Conformity in Psychology: its Influence on Behavior

Conformity or compliance constitutes a foundational tenet within psychology, exerting a profound influence on human conduct and societal dynamics. In its essence, compliance denotes the propensity of individuals to harmonize their beliefs, attitudes, or actions with those of a collective or prevailing social standard. This proclivity to assimilate into the collective ethos can manifest either consciously or subconsciously, driven by the yearning for acceptance, conflict avoidance, or the acquisition of veracious insights. The exploration of compliance is grounded in deciphering […]

Conformity: Understanding the Social Compliance Phenomenon

In the intricate tapestry of human behavior, conformity emerges as a multifaceted thread weaving its way through the fabric of social interactions. Defined as the subtle yet potent inclination to adjust one's thoughts, feelings, or behaviors to align with those of a particular group or societal norm, conformity represents a cornerstone of social psychology, offering profound insights into the complexities of human nature. At its essence, conformity reflects the innate human drive for social connection and acceptance. Solomon Asch's groundbreaking […]

Conformity: the Tug between Individuality and Social Harmony

In the human social engagements, the notion of conformity assumes a pivotal position, directing actions and choices within the context of a collective. Conformity, at its essence, embodies the process through which individuals adapt their cognitions, emotions, or conducts to harmonize with the norms or benchmarks set by a group. Though often portrayed negatively, as a suppression of uniqueness, a comprehensive grasp of conformity unveils its intricacies and its crucial function in fostering social cohesion and personal identity. Conformity emanates […]

Redefining Conformity: an Unconventional Historical Insight

The concept of conformity, often portrayed as a passive adherence to societal norms, demands a fresh perspective from the annals of history. Rather than perceiving it as a rigid force stifling individual expression, let us delve into its intricate manifestations across different epochs and cultures. Conformity, far from being a singular phenomenon, reveals itself as a dynamic and multifaceted aspect of human society. Instead of enforcing uniformity, it often serves as a glue binding communities together, fostering a sense of […]

Dancing with Conformity: the Intricate Threads of Normative Social Influence

Normative social influence, that invisible hand guiding our choices in the intricate dance of societal expectations, shapes our behavior and attitudes in a kaleidoscopic array of ways. Imagine navigating the high school social landscape, where the unspoken dress code and ever-shifting norms dictate more than just fashion choices. In this arena, conformity becomes the currency for social acceptance, as individuals, like chameleons, adjust their colors to blend into the collective spectrum. The gravitational pull of normative social influence extends beyond […]

Unlocking the Layers of Conformity

Have you ever found yourself mirroring the behavior or opinions of those around you? Congratulations, you've experienced conformity! This intriguing aspect of human behavior has been a subject of fascination and study for psychologists, sociologists, and thinkers alike. Let's delve into the labyrinth of conformity and unravel its nuances. At its core, conformity refers to the tendency of individuals to adjust their thoughts, behaviors, or values to align with those of a larger group. Picture this: you're at a concert, […]

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The Asch Conformity Experiment Essay

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Introduction

The analysis of the case, how people respond to group pressure, personal observations and experiences.

Asch conformity experiments, also called Asch Paradigm, are a series of studies that verified the power of conformity that existed in groups. These experiments were first carried out by Asch Solomon in his vision test, where many students took part (Zimbardo, 2007). Apart from one real subject, other participants were confederates that had been instructed to give wrong answers. In the experiment, Asch used two cards, one with three lines drawn on it, and the other with only one line. In the experiment, had had two sets of lines that he required his respondents to compare. The first set had three lines and the second set had just one. The respondents were required to select one line from the first set that is as long as the line in the second set. This experiment was repeated a number of times, with the cads being varied each time.

Asch arranged so that the real subject was to be the next to the last person or the last person in every group to announce his/her answer. This was in order for him/her to hear most of the confederates’ wrong responses before giving his/her own. The last bit of the experiment was done and the participants were to write their answers on a paper (Zimbardo, 2007).

In the first part of the experiments, the subject gave the wrong answer just like the other confederates. Whenever the group gave the same answer, there was a high likelihood of the real respondent giving that answer as well, regardless of whether it is right or wrong.

When the participants were given a chance to give their answers in written form, the real subject gave her answers without interruption and most of them were correct.

In the Asch experiment, the real subjects admitted to having been influenced by the group to give the answers they gave. They gave the wrong answer so as to conform to the group, even though they knew it was not right. Some admitted that they did this to please the group, and avoid being segregated by it. A few of the respondents believed that the group was better informed than them, and therefore they were wrong, and the group was right.

This, therefore, shows that people respond to a group mainly because they want that group to like them (Kristo, 2003). When these respondents were allowed to write down the answers, the level of conformity greatly reduced (Kristo, 2003). This gives the second way in which an individual responds to group pressure.

In addition, the level at which an individual conforms to a group is also dependent on the group size (Zanna, 1992). When the respondent was in a group of three, the answer she gave was correct but as the size of the group was increased with time, the level at which the real subject was conformed to the group increased. This implies that the majority greatly influences an individual’s conformity level.

Apart from the above, an individual conforms to a group depending on its cohesiveness. This is the level at which the group is united or the way it operates. When a particular group is united and every member is giving the same answer, one could easily be tempted to conform to it. In the first case, where the real subject gave her answer last after all the other participants, the answer, in this case, was similar to other members even if she doubted it. In the second case where the group was small and every member gave her own different answer, the real subject did not conform to the group; instead, she gave her own answer (Andersen & Taylor, 2005).

I have observed that at fancy dinners, one finds it hard picking one fork among five because he/she may not be sure of the right fork. Such a person will not pick a fork until he or she sees which fork other people are picking. This is usually the case because one is afraid of looking different from the crowd. Moreover, it is human nature to want to seek acceptance from the crowd and conform to it. This is in order to be accepted by the rest of the group because one assumes that a group is better informed compared to an individual. In short, individuals often feel inadequate before a group, a situation that worsens as the group grows.

From Asch’s experiment, one finds it very difficult to maintain he/she sees something when the rest are not seeing it. Group pressure could lead to the modification or distortion of an individual’s thought, hence making him/her see what the rest of the group sees. Group pressure is therefore very effective at changing an individual from who he/she really is. The group is therefore very important in determining what views an individual holds or how he/she perceives life in general.

• Andersen, M. L. & Taylor, F. H. (2005). Sociology: understanding a diverse society ; 4 th Edition. London: Cengage Learning,
• Kristo, N. (2003). Mobile democracy: essays on society, self and politics . New York: Passagen.
• Zimbardo, P. (2007). The Lucifer Effect: Understanding how good people turn evil . New York: Random House.
• Zanna, M. P. (1992). Advances in Experimental Social Psychology. Volume 25 New York: Academic Press
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Home — Essay Samples — Psychology — Behavioral psychology — Conformity

Essays on Conformity

Brief description of conformity.

Conformity refers to the tendency of individuals to align their beliefs, attitudes, and behaviors with those of the people around them. It plays a crucial role in shaping societal norms and influencing individual decision-making. Understanding conformity is essential for comprehending human behavior and social dynamics.

Importance of Writing ... Read More Brief Description of Conformity

Importance of writing essays on this topic.

Essays on conformity provide an opportunity for critical analysis of societal pressures, group dynamics, and individual autonomy. By exploring this topic, students can develop a deeper understanding of human behavior and the impact of conformity on personal and collective identity.

Tips on Choosing a Good Topic

• Consider current societal issues influenced by conformity, such as social media trends or political movements.
• Explore historical events or cultural practices that exemplify the power of conformity in shaping societies.
• Reflect on personal experiences or observations of conformity in everyday life to find a relatable and engaging topic.

Essay Topics

• The role of conformity in shaping gender norms and expectations
• The impact of social media on conformist behavior in modern society
• Conformity and resistance in dystopian literature and films
• Analyzing the psychological factors driving conformity in group settings
• The influence of conformity on consumer behavior and marketing strategies
• Exploring cultural conformity through the lens of traditional rituals and ceremonies
• The ethical implications of conforming to societal expectations in professional settings
• Conformity and deviance: navigating social acceptance and individuality
• The role of conformity in political movements and social change
• Reflecting on personal experiences of conformity in school or workplace environments

Concluding Thought

Writing essays on conformity provides a platform for in-depth exploration of social psychology, cultural dynamics, and individual behavior. By delving into this topic, students can gain valuable insights into the complexities of human interaction and the forces that shape societal norms. Embracing critical thinking and analysis, essays on conformity offer an opportunity for personal growth and intellectual discovery.

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The Concept of Conformity and Its Main Principles

Why people conform and how conformity impacts our daily lives, the issue of conformity in the united states, analysis of the factors which influence the extent to which a person will show conformity, an outline and evaluation of conformity, conformity and conditioning as methods of social influence, conformity in to kill a mockingbird by harper lee, conformity vs individuality in the lord of the flies, psychological concept of conformity and its main types, conformity vs individuality in george orwell’s 1984, psychology of conformity and resistance in society, conformity and its characterization of the 1950's america, the art of non-conformity , compare and contrast individuality vs conformity, following orders as a crucial aspect of obedience and conformity, color symbolism in the giver, what makes you you: embracing yourself, doing what is right is not always popular, following the crowd: navigating individuality in a conformist society, harrison bergeron theme essay.

Conformity is the process whereby people change their beliefs, attitudes, actions, or perceptions to more closely match those held by groups to which they belong or want to belong or by groups whose approval they desire.

Harvard psychologist Herbert Kelman identified three major types of conformity: compliance, identification, and internalization. Additionally, research in social psychology has focused primarily on two varieties of conformity: informational and normative.

Specific predictors of conformity are: culture, gender, age, size of the group, situational factors, different stimuli, and neural correlates.

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• Human Behavior
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• Stanford Prison Experiment
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How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Here’s an example of an essay introduction paragraph about the importance of education: 

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation. 

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education). 

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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