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Introduction to Sociology 3e

6.2 Group Size and Structure

Introduction to Sociology 3e6.2 Group Size and Structure
  1. Preface
  2. 1 An Introduction to Sociology
    1. Introduction
    2. 1.1 What Is Sociology?
    3. 1.2 The History of Sociology
    4. 1.3 Theoretical Perspectives in Sociology
    5. 1.4 Why Study Sociology?
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  3. 2 Sociological Research
    1. Introduction
    2. 2.1 Approaches to Sociological Research
    3. 2.2 Research Methods
    4. 2.3 Ethical Concerns
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  4. 3 Culture
    1. Introduction
    2. 3.1 What Is Culture?
    3. 3.2 Elements of Culture
    4. 3.3 High, Low, Pop, Sub, Counter-culture and Cultural Change
    5. 3.4 Theoretical Perspectives on Culture
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  5. 4 Society and Social Interaction
    1. Introduction
    2. 4.1 Types of Societies
    3. 4.2 Theoretical Perspectives on Society
    4. 4.3 Social Constructions of Reality
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  6. 5 Socialization
    1. Introduction
    2. 5.1 Theories of Self-Development
    3. 5.2 Why Socialization Matters
    4. 5.3 Agents of Socialization
    5. 5.4 Socialization Across the Life Course
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  7. 6 Groups and Organization
    1. Introduction
    2. 6.1 Types of Groups
    3. 6.2 Group Size and Structure
    4. 6.3 Formal Organizations
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  8. 7 Deviance, Crime, and Social Control
    1. Introduction
    2. 7.1 Deviance and Control
    3. 7.2 Theoretical Perspectives on Deviance and Crime
    4. 7.3 Crime and the Law
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  9. 8 Media and Technology
    1. Introduction
    2. 8.1 Technology Today
    3. 8.2 Media and Technology in Society
    4. 8.3 Global Implications of Media and Technology
    5. 8.4 Theoretical Perspectives on Media and Technology
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  10. 9 Social Stratification in the United States
    1. Introduction
    2. 9.1 What Is Social Stratification?
    3. 9.2 Social Stratification and Mobility in the United States
    4. 9.3 Global Stratification and Inequality
    5. 9.4 Theoretical Perspectives on Social Stratification
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  11. 10 Global Inequality
    1. Introduction
    2. 10.1 Global Stratification and Classification
    3. 10.2 Global Wealth and Poverty
    4. 10.3 Theoretical Perspectives on Global Stratification
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  12. 11 Race and Ethnicity
    1. Introduction
    2. 11.1 Racial, Ethnic, and Minority Groups
    3. 11.2 Theoretical Perspectives on Race and Ethnicity
    4. 11.3 Prejudice, Discrimination, and Racism
    5. 11.4 Intergroup Relationships
    6. 11.5 Race and Ethnicity in the United States
    7. Key Terms
    8. Section Summary
    9. Section Quiz
    10. Short Answer
    11. Further Research
    12. References
  13. 12 Gender, Sex, and Sexuality
    1. Introduction
    2. 12.1 Sex, Gender, Identity, and Expression
    3. 12.2 Gender and Gender Inequality
    4. 12.3 Sexuality
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  14. 13 Aging and the Elderly
    1. Introduction
    2. 13.1 Who Are the Elderly? Aging in Society
    3. 13.2 The Process of Aging
    4. 13.3 Challenges Facing the Elderly
    5. 13.4 Theoretical Perspectives on Aging
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  15. 14 Relationships, Marriage, and Family
    1. Introduction
    2. 14.1 What Is Marriage? What Is a Family?
    3. 14.2 Variations in Family Life
    4. 14.3 Challenges Families Face
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  16. 15 Religion
    1. Introduction
    2. 15.1 The Sociological Approach to Religion
    3. 15.2 World Religions
    4. 15.3 Religion in the United States
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  17. 16 Education
    1. Introduction
    2. 16.1 Education around the World
    3. 16.2 Theoretical Perspectives on Education
    4. 16.3 Issues in Education
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  18. 17 Government and Politics
    1. Introduction
    2. 17.1 Power and Authority
    3. 17.2 Forms of Government
    4. 17.3 Politics in the United States
    5. 17.4 Theoretical Perspectives on Government and Power
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  19. 18 Work and the Economy
    1. Introduction to Work and the Economy
    2. 18.1 Economic Systems
    3. 18.2 Globalization and the Economy
    4. 18.3 Work in the United States
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  20. 19 Health and Medicine
    1. Introduction
    2. 19.1 The Social Construction of Health
    3. 19.2 Global Health
    4. 19.3 Health in the United States
    5. 19.4 Comparative Health and Medicine
    6. 19.5 Theoretical Perspectives on Health and Medicine
    7. Key Terms
    8. Section Summary
    9. Section Quiz
    10. Short Answer
    11. Further Research
    12. References
  21. 20 Population, Urbanization, and the Environment
    1. Introduction
    2. 20.1 Demography and Population
    3. 20.2 Urbanization
    4. 20.3 The Environment and Society
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  22. 21 Social Movements and Social Change
    1. Introduction to Social Movements and Social Change
    2. 21.1 Collective Behavior
    3. 21.2 Social Movements
    4. 21.3 Social Change
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. References
  23. Answer Key
    1. Chapter 1
    2. Chapter 2
    3. Chapter 3
    4. Chapter 4
    5. Chapter 5
    6. Chapter 6
    7. Chapter 7
    8. Chapter 8
    9. Chapter 9
    10. Chapter 10
    11. Chapter 11
    12. Chapter 12
    13. Chapter 13
    14. Chapter 14
    15. Chapter 15
    16. Chapter 16
    17. Chapter 17
    18. Chapter 18
    19. Chapter 19
    20. Chapter 20
    21. Chapter 21
  24. Index

Learning Objectives

By the end of this section, you should be able to:

  • Explain the ways that size influences group dynamics
  • Differentiate among styles of leadership
  • Interpret the impact of groups on individual behavior
A group of West Point cadets in full dress gray uniforms with white peaked caps. Each wears a red sash around their waist, indicating that they are seniors
Figure 6.5 Cadets illustrate how strongly conformity can define groups. (Credit: West Point — The U.S. Military Academy/flickr)

Dyads, Triads, and Large Groups

A small group is typically one where the collection of people is small enough that all members of the group know each other and share simultaneous interaction, such as a nuclear family, a dyad, or a triad. Georg Simmel (1858–1915) wrote extensively about the difference between a dyad, or two-member group, and a triad, which is a three-member group (Simmel 1902). In the former, if one person withdraws, the group can no longer exist. We can think of a divorce, which effectively ends the “group” of the married couple or of two best friends never speaking again. In a triad, however, the dynamic is quite different. If one person withdraws, the group lives on. A triad has a different set of relationships. If there are three in the group, two-against-one dynamics can develop, and a majority opinion may form on any issue.

Small groups generally have strong internal cohesiveness and a sense of connection. Small groups may face challenges when trying to achieve large goals. They can struggle to be heard or to be a force for change if they are pushing against larger groups.

It is difficult to define exactly when a small group becomes a large group. Perhaps it occurs when one group grows so large that there are too many people to join in a simultaneous discussion. Sometimes it occurs when a group joins with other groups as part of a movement. These larger groups may share a geographic space, such as a fraternity or sorority on the same campus, or they might be spread out around the globe. The larger the group, the more attention it can garner, and the more pressure members can put toward whatever goal they wish to achieve. At the same time, the larger the group becomes, the more the risk grows for division and lack of cohesion.

Group Leadership

Often, larger groups require some kind of leadership. In small, primary groups, leadership tends to be informal. After all, most families don’t take a vote on who will rule the group, nor do most groups of friends. This is not to say that de facto leaders don’t emerge, but formal leadership is rare. In secondary groups, leadership is usually more overt. They often outline roles and responsibilities, with a chain of command to follow. Some secondary groups, like the military, have highly structured and clearly understood chains of command, and sometimes lives depend on those. After all, how well could soldiers function in a battle if different people were calling out orders and if they had no idea whom to listen to? Other secondary groups, like a workplace or a classroom, also have formal leaders, but the styles and functions of leadership can vary significantly.

Leadership function refers to the main goal of the leader, which may be instrumental or expressive. An instrumental leader is one who is goal-oriented and largely concerned with accomplishing set tasks. We can imagine that an army general or a Fortune 500 CEO would be an instrumental leader. In contrast, expressive leaders are more concerned with promoting emotional strength and health, and ensuring that people feel supported. Social and religious leaders—rabbis, priests, imams, directors of youth homes and social service programs—are often perceived as expressive leaders. Sometimes people expect men to take on instrumental roles and women to assume expressive roles. Women and men who exhibit the other-gender manner can be seen as deviants and can encounter resistance. Yet, both men and women prefer leaders who use a combination of expressive and instrumental leadership (Boatwright and Forrest, 2000).

Sociologists recognize three leadership styles. Democratic leaders encourage group participation in all decision making. They work hard to build consensus before choosing a course of action and moving forward. This type of leader is particularly common, for example, in a club where the members vote on which activities or projects to pursue. Democratic leaders can be well liked, but there is often a danger that decisions will proceed slowly since consensus building is time-consuming. A further risk is that group members might pick sides and entrench themselves into opposing factions rather than reaching a solution.

In contrast, a laissez-faire (French for “leave it alone”) leader is hands-off, allowing group members to self-manage and make their own decisions. An example of this kind of leader might be an art teacher who opens the art cupboard, leaves materials on the shelves, and tells students to help themselves and make some art. While this style can work well with highly motivated and mature participants who have clear goals and guidelines, it risks group dissolution and a lack of progress.

Finally, authoritarian leaders issue orders and assign tasks with little to no feedback from group members. These leaders are often instrumental leaders with a strong focus on meeting goals. Often, entrepreneurs fall into this mold, like Facebook founder Mark Zuckerberg. Not surprisingly, authoritarian leaders risk alienating the workers. When decisions need to made quickly or informed by a high level of expertise, however, this style of leadership can be required.

In different circumstances, each of these leadership styles can be effective and successful. Consider what leadership style you prefer. Why? Do you like the same style in different areas of your life, such as a classroom, a workplace, and a sports team?

Big Picture

Women Political Candidates

Kamala Harris speaks to a military commander.
Figure 6.6 Kamala Harris, like many other women leaders, faces unique and sometimes conflicting expectations. She may want to lead, but some care more about whether she is liked. (Credit: California National Guard/flickr)

Kamala Harris broke a significant barrier when she became the first woman and first person of Black and South Asian descent to be elected vice president of the United States. A prominent presidential candidate in her own right during the 2020 primary election, Harris was asked by then-candidate Joe Biden to be his running mate in order to secure his electoral victory.

You may be surprised, however, to learn that more than ten other women were on the ballot for president or vice president on November 3, 2020. Many were not on the ballot in every state, and at least one (Ricki Sue King) actually encouraged people not to vote for her. Shirley Chisholm, Lenora Fulani, Jill Stein, Hillary Clinton and many other women have been candidates, but the United States has yet to elect a woman to the presidency.

Researchers and political analysts have long established that gender plays a significant role in how political leaders (both candidates and elected officials) are perceived. As a starting point, research indicates that, even among women, the public prefer masculine qualities in presidents. For example, a study in which subjects completed the Bem Sex-Role Inventory and Implicit Leadership Inventory found that the hypothetical “Ideal” president possessed more masculine qualities than feminine qualities (Powell and Butterfield 2011).

Beyond the implicit preference toward masculine qualities, women candidates face what is sometimes referred to the “likability trap.” Essentially, the public expects and prefers certain qualities from its leaders, and also expects and prefers certain qualities based on the candidates’ gender. For women presidential candidates, these expectations often conflict. For example, when a male candidate ranks low on feminine qualities, their likeability is not significantly affected. But when a female candidate, like Hillary Clinton, ranks low on feminine qualities, their likability is significantly impacted. Interestingly, the same survey found that Kamala Harris had a much more balanced gender quality rating than Clinton did. The researchers qualified that since Kamala Harris ran for vice president, rather than president, the ratings cannot be directly compared to Clinton’s. This difference, though, may indicate why many women are elected to legislative and gubernatorial roles, but not to the presidency (Conroy, Martin, and Nadler, 2020).

These same perceptions present themselves in the workplace. Prescriptive stereotypes—that is, ideas about how men or women should behave—limit women’s advancement to leadership positions. Men are often appreciated for being ambitious, while women who exhibit assertive behavior are generally perceived as selfish or overly competitive (Baldoni, 2020). Furthermore, when men help out in the workplace, their contribution is appreciated while the same task carried out by women goes unacknowledged. Scholars observe that women are underrepresented in the top levels of U.S. businesses and Fortune 500 companies (Heilman 2012).

A toy figure of Hilary Clinton is shown in a packaging box reading “Is America Ready for This Nutcracker?”
Figure 6.7 This gag gift demonstrates how female leaders may be viewed if they violate social norms. (Credit: istolethetv/flickr)

Conformity

We all like to fit in to some degree. Likewise, if we want to stand out, then we want to choose how we stand out and for what reasons. For example, a person who loves cutting-edge fashion might dress in thought-provoking new styles to set a new trend.

Conformity is the extent to which an individual complies with group norms or expectations. As you might recall, we use reference groups to assess and understand how to act, to dress, and to behave. Not surprisingly, young people are particularly aware of who conforms and who does not. A high school boy whose mother makes him wear ironed button-down shirts might protest that everyone else wears T-shirts and he will look stupid. Another high school boy might like wearing those shirts as a way of standing out. How much do you enjoy being noticed? Do you consciously prefer to conform to group norms so as not to be singled out? Are there people in your class who immediately come to mind when you think about those who don’t want to conform?

Psychologist Solomon Asch (1907–1996) conducted experiments that illustrated how great the pressure to conform is, specifically within a small group (1956). Read about his work in the Sociological Research feature and consider what you would do in Asch’s experiment. Would you speak up? What would help you speak up and what would discourage it?

Sociological Research

Conforming to Expectations

In 1951, psychologist Solomon Asch sat a small group of about eight people around a table. Only one of the people sitting there was the true subject; the rest were associates of the experimenter. However, the subject was led to believe that the others were all, like him, people brought in for an experiment in visual judgments. The group was shown two cards, the first card with a single vertical line, and the second card with three vertical lines differing in length. The experimenter polled the group and asked each participant one at a time which line on the second card matched up with the line on the first card.

However, this was not really a test of visual judgment. Rather, it was Asch’s study on the pressures of conformity. He was curious to see what the effect of multiple wrong answers would be on the subject, who presumably was able to tell which lines matched. In order to test this, Asch had each planted respondent answer in a specific way. The subject was seated in such a way that he had to hear almost everyone else’s answers before it was his turn. Sometimes the nonsubject members would unanimously choose an answer that was clearly wrong.

So what was the conclusion? Asch found that thirty-seven out of fifty test subjects responded with an “obviously erroneous” answer at least once. When faced by a unanimous wrong answer from the rest of the group, the subject conformed to a mean of four of the staged answers. Asch revised the study and repeated it, wherein the subject still heard the staged wrong answers, but was allowed to write down his answer rather than speak it aloud. In this version, the number of examples of conformity––giving an incorrect answer so as not to contradict the group––fell by two thirds. He also found that group size had an impact on how much pressure the subject felt to conform.

The results showed that speaking up when only one other person gave an erroneous answer was far more common than when five or six people defended the incorrect position. Finally, Asch discovered that people were far more likely to give the correct answer in the face of near-unanimous consent if they had a single ally. If even one person in the group also dissented, the subject conformed only a quarter as often. Clearly, it was easier to be a minority of two than a minority of one.

Asch concluded that there are two main causes for conformity: people want to be liked by the group or they believe the group is better informed than they are. He found his study results disturbing. To him, they revealed that intelligent, well-educated people would, with very little coaxing, go along with an untruth. He believed this result highlighted real problems with the education system and values in our society (Asch 1956).

Stanley Milgram, a Yale psychologist, had similar results in his experiment that is now known simply as the Milgram Experiment. In 1962, Milgram found that research subjects were overwhelmingly willing to perform acts that directly conflicted with their consciences when directed by a person of authority. In the experiment, subjects were willing to administer painful, even supposedly deadly, shocks to others who answered questions incorrectly.

To learn more about similar research, visit http://www.prisonexp.org/

The Bystander Effect and Diffusion of Responsibility

Social psychologists have recognized that other people’s presence influences our behavior, whether we are aware of it or not. One example is the bystander effect, a situation in which people are less likely to interfere during an emergency or when a social norm is being violated if there are others around. They feel less responsible because of the presence of other bystanders (Beyer et al., 2017). This is known as diffusion of responsibility.

Most of the time people report that they don’t want to get involved and that’s why they don’t respond when they see something wrong. They assume someone else will step up and help. Researchers have found that people are less likely to help if they don’t know the victim (Cherry 2020).

Think about it this way, you’re walking to class and there are several students around. Someone falls on the ground having a seizure. What would you do? The bystander effect suggests that unless you know the person who has fallen, you are more likely to walk away than help. However, social psychologists believe that you are much more likely to help, or at least stop and check, if you are the only one around.

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