Selected Students’ Perceptions and Attitudes on Cancel Culture: Reflections on Public Opinion, Attribution Theory, Compassionate Education, and Restorative Justice

This study explored college students’ perceptions of cancel culture, its normalization on social media, and criteria for a better approach. It aimed to identify positive aspects for responsible use and develop initiatives for ethical engagement. Using Focus Group Discussions (FGDs) conducted virtually via Zoom, the research involved 10 college students from various institutions in Metro Manila, ensuring diverse viewpoints. Thematic analysis guided by Braun and Clarke’s six-step process was employed, supported by real cancel culture cases to enrich discussions. Participants viewed cancel culture as flawed for accountability, preferring education over condemnation. While it can promote social justice, it often normalizes bullying and stifles open discourse, driven by a desire for quick justice and peer pressure. They advocated for dialogue and personal growth instead of punitive measures, stressing the importance of context and mitigating circumstances. Cancel culture should be a last resort, applied with a nuanced approach considering the severity of offenses and opportunities for reform. Though it raises awareness and addresses social issues, responsible use should prioritize education and restorative justice. Cancel culture influences societal norms and accountability perceptions by setting behavior standards, often focusing on internal attributions and character flaws, leading to harsh judgments. In contrast, restorative justice emphasizes empathy, understanding, and reconciliation over punitive measures, promoting meaningful dialogue and collective responsibility, essential for building supportive communities.