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Cotterell (2013) is of the assumption that the social media has increased the interaction environment and paradigms. The young people are able to interact with persons from different cultures, countries and races thus increasing their view of life and the society.
It is also a positive effect that social media that the social media increase the social networking skills of the youth (Tufekci, 2008). The author further asserts that the skills acquired are effective in creating the required cultural, social and political awareness (Tufekci, 2008).
Through social networking the youth have increased ability to acquire and process information from a global perspective (Sonia, 2008). This approach allows then to respect the opinion from different religious, cultural and racial affiliations. Their understanding of other social affiliations part from there is increased.
In regards to educational purposes, social networking create learning platforms. Specifically, social educational platforms are adversely provided by social networks. The results can be reflected in the educational experiences of the youth (Ruddock, 2013).
The greatest negative impact of social networking is the significant strength of peer pressure created (Larson, Eccles & Mahoney, 2006). The young people are recipients and creators of massive unsupervised and uncontrolled information. The information provided is significant in creating perception that may be negative in the young minds (Sonia, 2008).
Wang, Tchernev & Solloway (2012) point out that social media has minimized the effectiveness of physical social interaction. The modern day youth rarely take part in the creation of relationships in the offline world. This creates a social gap in the age group.
Youths in social networks often provide personal information in online sites. The information may be used for negative purposes. In an argument by Ruddock (2013) the access private information is an extreme negative aspect of social
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