Abstract
M.Ed.
Aims for the research:
1.4.1 To investigate the differential contribution of the peer group to the identity of
secondary school learners as perceived by the learners themselves.
1.4.2 To formulate educational implications in view of these findings regarding the
contribution of the peer group.
1.5 PARADIGM
1.5.1 The Meta-Theoretical
According to Jordaan and Jordaan (1984 : 42) it has now become acceptable to speak of
human ecology, which is the study of the interdependent relationship between people and
their living environment. The following ecological subsystem is noted.
Group-dynamic subsystem.
A person's experiences and behaviour are elicited, maintained and changed in group
situations. These include formal and informal groups of which the developing person is
a member (e.g. peer groups, gangs, cliques and crowds) (Grinder, 1978: 286). According
to Jordaan & Jordaan (1984:44) the point of this exposition of the relationship between
the person and world is that to understand people requires first of all an understanding of
their inner world (identity).
This understanding is possible because in interaction with one another as well as with the
physical and symbolic outside worlds, can construct corresponding inner worlds.
Adolescents' relationships with their peer group are recognised as important because of
the links to the development of their identity.
1.5.2 The Theoretical.
Erikson (1959: 1974) has perhaps been the most influential theorist on identity. He
views identity as an epigenetically based phychosocial task distinctive to adolescence.
The period of adolescence has been identified by many writers, as a time marked by
primary task of identity formation (Stein & Hoopes, 1985 : 3). According to Grinder
(1978:34) adolescence is an especially critical stage because attainment of a sense of
identity strengthens the prospects for an enriched adulthood. Having discussed the
paradigm of the study, the methodology will now follow: