conflict perspective essay

Conflict Theory in Sociology

Charlotte Nickerson

Research Assistant at Harvard University

Undergraduate at Harvard University

Charlotte Nickerson is a student at Harvard University obsessed with the intersection of mental health, productivity, and design.

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Conflict theory in sociology posits that society is characterized by various inequalities and conflicts that arise due to differences in power, resources, and social status. It emphasizes the competition between groups, often framing issues in terms of dominance and subordination. This theory challenges the status quo and highlights social change driven by these conflicts.

Key Takeaways

• Conflict theories emphasize looking at the history and events in a society in terms of structural power divisions, such as social class.
• Although few modern sociologists call themselves conflict theorists, scholars as notable as Karl Marx (1818–1883), Max Weber (1864–1920), Talcott Parsons (1902–1979), and Ralf Dahrendorf (1929–2009) have formulated theories as to what causes conflict, its normalcy, and the impact it has on societies.
• A structural conflict approach, such as Marxism , believes that society is in a conflict between the classes. They believe that the Bourgeoisie oppress the Proletariat through various social institutions without their full knowledge.
• Some sociologists, such as Crouch (2001), categorize conflict theories across two axes: momentous vs. mundane and exceptional vs. endemic. This categorization reflects when and the extent to which theorists believe that conflict is pathological in a society.
• Sociologists have used conflict theory to frame and enhance discussions as far-ranging as historical events to individualistic vs. collectivistic cultures and gender discrimination in the workplace.

What is Conflict Theory?

Conflict theory is a general term covering a number of sociological approaches, which appose functionalism and which share the idea that the basic feature of all societies was the struggle between different groups for access to limited resources.

Conflict theories assume that all societies have structural power divisions and resource inequalities that lead to groups having conflicting interests (Wells, 1979).

For example, Marxism emphasizes class conflict over economic resources, but Weber suggests that conflict and inequality can be caused by power and status independently of class structures.

Evolution of Conflict Theory

Large-scale civil unrest and large demographic dislocations, extreme poverty, and a wide gap between the interests and wealth of workers and owners led to the development of Marxist conflict theory, which emphasizes the omnipresence of the divides of social class.

Later, conflict theory manifested in World Wars and Civil Rights movements, empowerment movements, and rebuttals of colonial rule (Bartos and Wehr, 2002).

Although people have been spreading conflict from a folk knowledge context for millennia, the philosophy underlying conflict theory — and intentional thinking around how people understand conflict and how they can resolve it in constructive ways — stems from the thinking of Karl Marx, Max Weber, and George Simmel.

However, sociologists such as Bartos and Wehr (2002) propose the definition that conflict is any situation where actors use conflict action against each other in order to attain incompatible goals or to express their hostility.

When two or more individuals pursue incompatible interests, they are in a relationship of conflict. For example, if the workers in a factory wish to work as little as possible and be paid as much as possible, and the owners want the workers to work as much as possible with as little pay as possible, then the workers and owners have incompatible interests (Bartos and Wehr, 2002).

Conflict can also manifest when groups do not necessarily have incompatible goals but feel hostility toward each other.

Hostility arises out of non-rational decision-making, which is impulsive and often at odds with the actions rational analysis (such as prospect or utility theory) may suggest.

Because of this contradiction, conflict behavior heavily influenced by hostility can be damaging to the actor’s interest in the long term (Bartos and Wehr, 2002).

Finally, “conflict behavior” covers many types of behavior. Conflict behavior can consist of rational actions (actions that consider and accurately judge all possible outcomes) and the expression of hostility, as well as behavior that is either coercive (such as causing great physical harm to an opponent) or cooperative (Bartos and Wehr, 2002).

Understanding Conflict Theory

Functionalist approaches to conflict theory.

Functionalist theories, particularly those of structural functionalism, which dominated the US in the 1940s and 1950s, tend to see conflict as momentous and exceptional (i.e., unusual). When conflict is momentous, it is likely to result in major upheavals and potentially momentous change.

Functionalism, in sum, is a theory based on the premise that every aspect of society — such as institutions, roles, and norms — serves some purpose to society and that all of these systems work together with internal consistency (Wells, 1979).

Talcott Parsons (1964) is the most prominent structural functionalist who studied conflict. Parsons believed that conflict generally did not overwhelm social relations, and thus, that overwhelming, momentous conflict was exceptional.

When conflict does happen in a social situation, it is because there is something psychologically wrong with one of these essential institutions, and thus, conflict is a harbinger of potentially major change (Crouch, 2001).

Marxist Approach to Conflict Theory

Marx’s version of conflict theory focused on the conflict between two primary classes within capitalist society: the ruling capitalist class (or bourgeoisie), who own the means of production, and the working class (or proletariat), whose alienated labor the bourgeoisie exploit to produce a profit.

If the power of the ruling class is challenged by, say, strikes and protests, the ruling class can use the law to criminalize those posing a threat, and media reporting will be manipulated to give the impression that the ruling class’s interests are those of the whole nation.

For Marxists, the appearance of consensus is an illusion; it conceals the reality of one class imposing its will on the rest of society.

Coercion – the use of the army, police, and other government agencies to force other classes to accept the ruling class ideology.

In contrast to functionalist theories of conflict, Marxist theories of conflict see conflict as endemic and momentous (Marx, 2000). Endemic conflict theories see conflict as an inherent aspect of social relations and likely to occur at many points over the course of a relationship.

Conflict is endemic to social relations, according to Marxism, because of the belief that society is based upon class relations and that those from different class groups have opposing interests.

This conflict is implicit in every interaction, and conflict does not only exist when it overtly manifests itself in actions.

Indeed, according to Marxists, weaker parties in class conflict may be powerless or too fearful to express conflict openly (Rowthorn, 1980).

Radical criminology is an example of conflict theory applied to the study of crime and the criminal justice system.

It emphasizes the power disparities and structural inequalities present in society, suggesting that laws and the criminal justice system primarily serve the interests of the dominant or elite groups, often marginalizing or criminalizing the less powerful groups.

Marxist vs. Functionalist Approaches to Conflict

While a functionalist may view the conflict between a supervisor and their employees as a symptom of something being wrong in the organization, a Marxist sociologist may view this conflict as a reflection of the reality of the relationship between the supervisor and his workers.

An absence of conflict would deny the inherent and fundamental divides underlying every structural divide in a Marxist society (Crouch, 2001).

Although both functionalism and Marxism disagree as to whether or not conflict is inherent to social interactions, both approaches agree that conflict is likely to bring about disorder and potentially radical social change.

In the case of Marxism, a momentous class conflict will lead to a catastrophic dissolution of class relations.

Indeed, in a way, some sociologists have called it ironic (Couch, 2001) that the ongoing social order according to Marxism resembles that of the functionalist social order. All institutions tend to attempt to maintain the current social order.

Conflict as Mundane

Conflict can also be seen as mundane — unlikely to lead to an upheaval and radical social change. According to institutionalized conflict theory, for example, in cases where institutions are separated from each other, it is unlikely that conflict will spread between institutions.

This desire to separate institutions emerged in response to the fascism and extreme movements arising out of the early-mid 20th century. In particular, political sociologists were interested in how different identities in conflict could run together or cross-cut each other (Lipset, 1964; Crouch, 2001).

When groups tend to hold more identities in conflict with another group, the conflict is more widespread and more intense.

For example, one would expect a society where most blacks were working-class Catholics and most whites were bourgeois protestants to be in greater and more intense conflict than one where a significant proportion of whites were working-class Catholics and so on.

Conflict, Micro-functionalism, and Applied Sociology

Micro-functionalism, in short, is a form of functionalism that stresses the separateness of social institutions. Micro-functionalism and applied sociology see conflict as mundane and exceptional.

Like functionalism, to microfunctionalists, conflict is unusual and pathological, and events such as strikes, divorces, crime, and violence are seen as indicators of malfunctioning but mundane malfunctioning.

Applied sociology, in its study of social problems such as marriage, poverty, and social movements, similarly sees conflict in these domains as pathological but unlikely to cause a great upheaval in greater society.

Critical Sociology and the Normalization of Conflict

Critical sociologists, such as feminist sociologists, see conflict as both endemic and mundane.

Generally, modern sociologists have seen conflict as both endemic and mundane and thus regarded as normal, leading to the disappearance of distinctive conflict sociology in recent years (Crouch, 2001).

Some critical sociologists, such as Ralf Dahrendorf, see conflict as not only endemic and functional but also capable of sustaining the social order in itself.

People innovated and created institutions, in Dahrendof’s approach (1972), by openly expressing and working out differences, difficulties, and contradictions.

This provides a radical contrast to structural functionalism in contending that the endemicity and mundanity — as opposed to the momentousness and exceptionality — of conflict preserves social structures rather than destroying them (Crouch, 2001).

Dahrendorf wrote from the cultural context of the conflicted history of Germany in the early-to-mid 20th century (Dahrendorf 1966). Postwar German sociologists, such as Habermas (1981), tended to stress open dialogue and communication in the working out of conflicts.

The works of Max Weber led to an increasing view of conflict as normalized (Weber, 1978). Weber, unlike Marx, did not reduce social relations to material class interests.

For him, conflict could be about any number of factors, from idealistic beliefs to symbolic orders, and none were necessarily any more important than the others (Crouch, 2001).

Conflict, Hostility, and Rationality/Irrationality

One way that sociologists propose to reduce conflict is through rational decision-making.

Weber (1978) argued that there are two types of rationality involved in decision-making processes.

The first, instrumental rationality, is directed at carrying out a specific goal, such as buying the best car with the money one has or deciding which topics to revise in order to pass an exam the next day.

The other type of rationality that Weber proposes is value rationality, when the objective is to conform to a vaguely defined set of values, such as when a religious person is trying to determine which among various ways of practice is most appropriate (Bartos and Wehr, 2002).

Sociologists consider the implementation of so-called rational decision-making to be effused with difficulties. Different individuals in different contexts can differ greatly in what they consider to be a rational choice .

However, sociologists agree that an action is rational if they consider the set of all relevant alternatives and assess every outcome correctly. Of course, this is unlikely in practice, and thus, few actors make decisions completely rationally.

One form of non-rational decision-making that sociologists consider to drive conflict is hostility. Conflicts that start rationally may end non-rationally. For example, a demonstration planned to let a group’s point of view be known may turn into a riot with rock throwing, the burning of cars, and looting.

Conflict and hostility have a reciprocal relationship: hostility can add fuel to and intensify conflict behavior, and conflict can intensify hostility. As conflicts continue and actors inflict harm on each other, participants may become motivated by desires beyond reaching their original goals, such as inflicting as much harm on the perceived enemy as possible (Bartos and Wehr, 2002).

Causes of Conflict

Generally, sociologists agree that conflict occurs due to groups having incompatible goals. However, these incompatible goals generally arise from several factors: including contested resources, incompatible roles, and incompatible values.

Contested Resource

Contested Resources draws three main categories that contested resources fit into: wealth, power, and prestige. Generally, wealth involves tangibles, such as money or land (Weber, 1978)

For example, children hearing the reading of the will of a deceased parent may suddenly come into conflict as they each believe that they deserve more money than was allocated to them.

The land has also been the source of a number of historical and contemporary conflicts, such as the conflict over East Jerusalem and Golan Heights between Israel, Palestine, and Syria (Bartos and Wehr, 2002).

An actor, according to Bartos and Wehr (2002), is powerful if they can coerce others into doing what they want by either promising to reward the action they desire or by threatening to punish them for failing to do so.

Power is generally unequally distributed, and parties in a power relationship can either dominate another or when one party has greater power potential than the other.

For example, after WWI, the Treaty of Versailles allowed the Allied powers to dominate Germany, requiring the country to pay heavy reparations to the Allied forces.

However, with the rise of Hitler, Germany was rearmed, increasing the country’s power potential. Thus, Germany was able to invade Austria and Czechoslovakia with impunity (Bartos and Wehr, 2002).

Prestige can also be a contested resource. Generally, those held in high respect (high prestige) have power, and those who have power are often held in high respect. Actors can have high prestige in certain situations and much lower prestige in others.

Incompatible Roles

Incompatible goals within an organization may arise out of incompatible roles. In the study of conflict, sociologists have emphasized vertical role differentiation, which assigns different roles to different positions within the power hierarchy.

Although many sociologists have studied the conflict arising from role differentiation, they have not generally agreed on whether role differentiation causes conflict.

In contrast, an organization can have role differentiation because members have partial and specific responsibilities, such as that of an engineer or a salesperson.

Although these roles are different in nature, those playing these rules do not refer to their relationships as those of superiors and subordinates (Bartos and Wehr, 2002).

Nonetheless, the roles of a horizontally integrated organization can still be incompatible.

For example, while an engineer may need to design a building that has beams visible from the atrium for structural stability reasons, this may contradict an architect or interior designer’s desire to have a clean, modern space without visible construction elements.

Incompatible Values

Groups separated from each other can also develop cultures that encourage incompatible values. This can happen due to separation, the values of communities and systems, or role differentiation.

Separation can occur on either the individual or group level. In either case, those separated from others develop unique sets of values, as their interactions with those in their ingroups are more intense than those in the outgroup.

One extreme example of isolation is cults. Cults can range from religious cults that may, for example, worship an ancient god to secular cults such as militias that oppose the government.

These organizations are generally small and have clearly defined beliefs, values, and norms that make them distinct from both other cults and mainstream cultures (Bartos and Wehr, 2002).

Those in groups also tend to form their own group identities, where they tend to value themselves more highly than others value them (Where, 2002).

This “ethnocentric” view — manifested today in the form of nationalism, for example (Chrristenson et al. 1975) — makes it easier for actions inflicted by other groups, however unintentional, to be seen as slights on the ethnocentric group (Bartos and Wehr, 2002).

Community and System Values

The American sociologist Talcott Parsons (1951) noted that in the creation of a social arrangement, actors have to decide whether the relationships among themselves are affective or affectively neutral; self or collectively oriented; universalistic or particularistic; specific or diffuse; ascription or achievement-oriented.

In making these decisions, societies adopt a set of cultural values.

Small tribal societies tend to adopt communal values, and large societies tend to adopt system values (Bartos and Wehr, 2002), which in themselves can lead to goal incompatibility (conflict) between societies.

Communal values emerge from face-to-face interactions and tend to be effective, collectivistic, particularistic, ascriptive, and diffuse, while system values tend to be the opposite.

Habermas (1987) considers these opposing communal and system values to be a potential source of social conflict. Advanced industrial societies, in Habermas’ view, tend to “colonize” and “deform” communal life.

Role Differentiation

Finally, role differentiation can directly create incompatible goals by means of nudging those with different goals to act in incompatible ways.

Roles can emphasize, as discussed previously, communal or system values.

For example, a pastor may emphasize love (an affective communal value) while a businessman may value efficiency — a system value — as more important than love in a business context (Bartos and Wehr, 2002).

Examples of Conflict

The cuban missile crisis.

During the Cuban Missile Crisis of 1962, the United States and the Soviet Union became close to nuclear war (Downing, 1992). The Soviet leader Kruschev installed medium-range missiles in Cuba.

The president of the United States had to negotiate the risks of reacting too strongly (nuclear war) with the drawbacks of responding weakly (increasing the influence of the Soviet Union).

That is to say, the United States and the Soviet Union had deeply conflicting interests: the Soviet Union wanted to increase its missile supremacy, and the United States wanted to curtail it (Bartos and Wehr, 2002).

Conflict and Individualism

Although some societies (such as Japan) can preserve some features of small groups, most wealthy, industrialized Western societies tend to encourage individualism, which encourages members of a society to formulate and develop their own values rather than accepting those of the larger groups (Bartos and Wehr, 2002).

Individual personality differences — such as extraversion, aggression, talkative, and problem-solving styles — may lead to the development of incompatible values.

One’s alignment with individualism or collectivism can also have a great impact on styles of decision-making in conflicts.

According to LeFebvre and Franke (2013), for example, participants with higher levels of individualism tended to favor rational approaches to decision-making, while those with higher levels of collectivism tended to value staying loyal to the interests of their ingroups.

A Conflict Theory of Sexual Stratification

Collins (1971) attempts to explain employment discrimination against women as the result of a sexual stratification system constructed from the perspectives of Freud and Weber.

In short, Weber argued that conflict emerges over a struggle for as much dominance over other groups as resources permit.

In the early 1970s, women tended to comprise a low number of professional and manual labor positions relative to men.

For example, in 1971, 18% of college professors were female, and 3.3% of lawyers and judges were. Historically, explanations for this imbalance involved a perceived lack of training and a low commitment to professional work in favor of child rearing (Collins, 1971).

However, as Collins demonstrates, neither of these is necessarily true.

Rather, Collins suggests that women belong to a lower class in a sexual stratification system. This is evidenced by how women in the 1970s who took on managerial roles tended to do so mostly in professions dominated by women (such as nursing).

Collins then goes on to theorize that men’s large size and high sexual and aggressive drives have led to the historical subjugation of women by men.

In this system, according to Collins (1971), women can be acquired as sexual property and thus subjugated to the role of “menial servants” (Levi-Strauss, 1949).

Bartos, O. J., & Wehr, P. (2002). Using conflict theory: Cambridge University Press.

Binns, D. (1977). Beyond the sociology of conflict. New York: St. Martin’s.

Collins, R. (2014). A Conflict Theory of Sexual Stratification1. Social Problems, 19(1), 3-21. doi:10.2307/799936

Crouch, C. J. (2001). Conflict Sociology. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences (pp. 2554-2559). Oxford: Pergamon.

Downing, B. (1992). The military revolution and political change. Princeton, NJ: Princeton Univ. Press.

Habermas, J. (1987). 8. The Tasks of a Critical Theory of Society. In Modern German Sociology (pp. 187-212): Columbia University Press.

LeFebvre, R., & Franke, V. (2013). Culture Matters: Individualism vs. Collectivism in Conflict Decision-Making. Societies, 3(1), 128-146. Retrieved from https://www.mdpi.com/2075-4698/3/1/128

Lévi-Strauss, C. (1949). L”efficacité symbolique. Revue de l”histoire des religions, 5-27.

Marx, K. (2000). Selected writings (2 ed.). Oxford: Oxford Univ. Press.

Weber, M. (1978). Economy and society: An outline of interpretive sociology (Vol. 1). Berkeley and Los Angeles: Univ. of California Press.

Wells, A. (1979). Conflict theory and functionalism: Introductory sociology textbooks, 1928-1976. Teaching Sociology, 429-437.

Understanding Conflict Theory

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Conflict theory states that tensions and conflicts arise when resources, status, and power are unevenly distributed between groups in society and that these conflicts become the engine for social change. In this context, power can be understood as control of material resources and accumulated wealth, control of politics and the institutions that make up society, and one's social status relative to others (determined not just by class but by race, gender, sexuality, culture , and religion, among other things).

"A house may be large or small; as long as the neighboring houses are likewise small, it satisfies all social requirement for a residence. But let there arise next to the little house a palace, and the little house shrinks to a hut." Wage Labour and Capital (1847)

Marx's Conflict Theory

Conflict theory originated in the work of Karl Marx , who focused on the causes and consequences of class conflict between the bourgeoisie (the owners of the means of production and the capitalists) and the proletariat (the working class and the poor). Focusing on the economic, social, and political implications of the rise of capitalism in Europe , Marx theorized that this system, premised on the existence of a powerful minority class (the bourgeoisie) and an oppressed majority class (the proletariat), created class conflict because the interests of the two were at odds, and resources were unjustly distributed among them.

Within this system an unequal social order was maintained through ideological coercion which created consensus--and acceptance of the values, expectations, and conditions as determined by the bourgeoisie. Marx theorized that the work of producing consensus was done in the "superstructure" of society, which is composed of social institutions, political structures, and culture, and what it produced consensus for was the "base," the economic relations of production. 

Marx reasoned that as the socio-economic conditions worsened for the proletariat, they would develop a class consciousness that revealed their exploitation at the hands of the wealthy capitalist class of bourgeoisie, and then they would revolt, demanding changes to smooth the conflict. According to Marx, if the changes made to appease conflict maintained a capitalist system, then the cycle of conflict would repeat. However, if the changes made created a new system, like socialism , then peace and stability would be achieved.

Evolution of Conflict Theory

Many social theorists have built on Marx's conflict theory to bolster it, grow it, and refine it over the years. Explaining why Marx's theory of revolution did not manifest in his lifetime, Italian scholar and activist  Antonio Gramsci  argued that the power of ideology was stronger than Marx had realized and that more work needed to be done to overcome cultural hegemony, or  rule through common sense . Max Horkheimer and Theodor Adorno, critical theorists who were part of The Frankfurt School , focused their work on how the rise of mass culture--mass produced art, music, and media--contributed to the maintenance of cultural hegemony. More recently, C. Wright Mills drew on conflict theory to describe the rise of a tiny "power elite" composed of military, economic, and political figures who have ruled America from the mid-twentieth century.

Many others have drawn on conflict theory to develop other types of theory within the social sciences, including feminist theory , critical race theory , postmodern and postcolonial theory, queer theory, post-structural theory, and theories of globalization and world systems . So, while initially conflict theory described class conflicts specifically, it has lent itself over the years to studies of how other kinds of conflicts, like those premised on race, gender, sexuality, religion, culture, and nationality, among others, are a part of contemporary social structures, and how they affect our lives.

Applying Conflict Theory

Conflict theory and its variants are used by many sociologists today to study a wide range of social problems. Examples include:

• How today's global capitalism creates a global system of power and inequality.
• How words play a role in reproducing and justifying conflict.
• The causes and consequences of the gender pay gap between men and women.

Updated  by Nicki Lisa Cole, Ph.D.

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• A Brief Biography of Karl Marx
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• Proletarianization Defined: Shrinking of the Middle Class
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Essays About Conflict: Top 5 Examples and 7 Writing Prompts

Writing about disagreements between two or more groups is a challenge. To help you write this topic, see our examples and prompts for essays about conflict.

Conflict is a clash between two parties, often because of religious, social, or political disagreements. The ongoing war between Russia and Ukraine began in early 2014 and is an example of armed conflict. It affects the citizens, economy, tourism, and other sectors of the two countries, with impacts reaching other areas of the world.

In literature, conflict is an integral part of fictional stories that justifies characters’ actions and keeps readers engaged. Conflict is also a part of our everyday lives; from disagreements with family members to arguments with friends, we’ve all experienced conflict at one time or another. Since conflict is a sensitive topic, a critical rule in writing conflict essays is to always rely on factual evidence.

5 Essay Examples

1. why is conflict important by anonymous on studymoose.com, 2. analysis on conflict perspective in titanic by anonymous on edubirdie.com, 3. conflicts of difference in religion in the middle east by jennifer logan, 4. conflicts in relationship by james taylor, 5. workplace conflict by lindsey latoya, 1. the nature, type, and causes of conflict, 2. how achieving goals promotes intrapersonal conflict, 3. conflicts between nations then and now, 4. karl marx’s theory of conflict, 5. conflict: intrapersonal vs. interpersonal, 6. terrorism, conflict, and the tourism industry, 7. the influence of culture on conflicts.

“… Conflict is a big part of the story and it makes the story interesting. Without conflict, the story seems plain and there’s no flare to get people to want to read it or enjoy it. Some authors use man against himself, man against nature, man against society, and man against man.”

This essay explains why conflict is integral for stories, mentioning that it makes a literary piece exciting enough to maintain the readers’ attention. The author uses Richard Connell’s “ The Most Dangerous Game ” to prove their point and delves into relevant scenes demonstrating different conflicts. For example, the scene where the main character fights against the big waves to reach the island for safety exemplifies the conflict of Man against Nature.

“The film is an excellent example of the perspective of conflict, every scene is thoughtful, and reflects the discrimination and exploitation that the working class society faces.”

The author offers several citations to support their claim that the 1997 Titanic film is more than a romantic tragedy. Putting Rose and Jack’s love story aside, the movie also depicts the differences between social classes that link them to conflict theory. According to the founder of this theory, the leading cause of conflicts is the unequal distribution of power and resources among people.

The essay brings up several film segments that cement these differences, such as the standard rule of “women and children first” when evacuating people during a disaster. Although the tragedy claimed the lives of both lower and upper-class men, the movie conveys an important message that everyone will suffer, regardless of class, in times of calamity.

“The Middle East has been in a state of turmoil since the early 1990’s. Conflicts arose from differences in religion, control over territories, and uneven political distribution. These conflicts were not just between countries, but also within individual countries.”

Although this essay doesn’t reveal the root cause of conflicts in the Middle East, it shows the magnitude of the impact of these fights caused by religious differences, territorial disputes, and political inequality. Logan explains that government instability in the Middle East makes it possible for various terrorist to express their grievances and desires through violence.

“As you start your married life, know that conflicts are a must and communication is the key to solving such issues. When married people see the need to manage interpersonal conflicts rather than ignoring them, their marriage becomes functional and happy.”

Couples usually avoid conflicts in their relationships, but Taylor knows it’s inevitable. A relationship without interpersonal conflict can become weak and often leads to separation. He believes that people who ignore problems to avoid conflicts with their partners develop negative emotions that destroy love. Taylor explains that bringing one’s gender and culture into the conversation is the key to resolving disputes, as it prevents miscommunication and demonstrates equal power.

“By better understanding how conflict arise, and practicing handling such conflict in an assertive way, it can become far less intimidating and be an aspect of work you can learn to manage rather than have it manage you.”

Latoya’s essay focuses on how Chinese people avoid conflicts to promote peace and avoid discord, especially workplace disagreements. She describes workplace conflict as work-related or personal tension between two or more forces with differing values ​​and perspectives.

Latoya mentions three techniques to clear up these issues: stimulating, controlling, and resolving and eliminating disputes. Ultimately, the author believes that every manager must maintain emotional distance and focus on conflict resolution by listening, empathizing, and guiding members who have conflicts.

For help with your essays, check out our round-up of the best essay checkers

7 Prompts for Writing Essays About Conflicts

Conflict is diverse and includes essential features that need to be discussed. For this prompt, focus on the conflict in its universality and explain the four major types of conflict. Identify and explain the causes of various conflict categories. Then, give real-life cases of each so the readers can understand and relate to these examples. You might be interested in these essays about cause and effect and essays about curiosity .

Various factors are considered to find the root cause of conflicts. This prompt focuses on elements that promote intrapersonal conflicts, such as frustration, stress, anxiety, and insecurity. 

Tell your readers about a specific situation where the desire to achieve a goal made you feel various negative emotions. Then share what conflict management style you used to resolve this conflict and peacefully achieve your goals.

Our history is filled with strife between groups rallying to support what they believe is right. Such as the case of World War II, which claimed 35 to 60 million lives. In this essay, write about historical and current conflicts and explain their origins. Then, examine the efforts made by past and present governments to resolve these disputes, including the positive or negative impacts of these conflicts on the world at large.

To give credence to Karl Marx ’s Theory of Conflict, introduce him by speaking about his background and accomplishments. Then, refocus on Conflict Theory’s meaning, importance, and how it’s applied to understand society. Offer studies and cases that prove Conflict Theory’s existence. Then discuss the advantages and disadvantages of using this theory to understand and resolve disagreements.

Intrapersonal conflict refers to disputes within yourself, while interpersonal conflict concerns misunderstandings with others. In your essay, compare and contrast these two types of conflict and present common situations where these would occur. 

For example, interpersonal conflict could be a disagreement with a coworker, whereas intrapersonal conflict could be an internal struggle with your emotions. Then, add tips on how individuals should respond to these conflicts to avoid further damage. You might also like these essays about stress and articles about attitude .

Terrorism is urged by unfair treatment and different beliefs. Tourism is one of the industries most affected when terrorism occurs in a particular area or country. Use this prompt to discuss the typical impacts of terrorism on a location’s travel and tourism industry. Include reliable articles that report on tourism’s decline after the emergence of terrorism and conflicts.

Conflict usually emerges due to cultural differences between individuals or communities. In your essay, speak about how culture plays a vital role in instigating and mitigating conflicts. For example, the American Civil War occurred because of cultural conflicts because of different views on slavery. Look into past cultural conflicts such as these for a compelling historical essay.

If you need help picking your next essay topic, check out our guide on writing an essay about diversity .

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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Module 12: Education

Conflict theory on education, learning outcomes.

• Examine the perspective of conflict theory on education
• Examine the feminist theory on education

Conflict Theory

Conflict theorists do not believe that public schools reduce social inequality through providing equal opportunity. Rather, they believe that the educational system reinforces and perpetuates social inequalities that arise from differences in class, gender, race, and ethnicity. Where functionalists see education as serving a beneficial role, conflict theorists view it more negatively. To them, educational systems preserve the status quo and push people of lower status into obedience, which keeps them socioeconomically disadvantaged.

Figure 1.  Conflict theorists see the education system as a means by which those in power stay in power. (Photo courtesy Thomas Ricker/flickr)

The fulfillment of one’s education is closely linked to social class. Students of low socioeconomic status are generally not afforded the same opportunities as students of higher status, no matter how great their academic ability or desire to learn. Picture a student from a working-class home who wants to do well in school. On a Monday, he’s assigned a paper that’s due Friday. Monday evening, he has to babysit his younger sister while his divorced mother works. Tuesday and Wednesday, he works stocking shelves after school until 10:00 p.m. By Thursday, the only day he might have available to work on that assignment, he’s so exhausted he can’t bring himself to start the paper. His mother, though she’d like to help him, is so tired herself that she isn’t able to give him the encouragement or support he needs. And since English is her second language, she has difficulty with some of his educational materials. They also lack a computer and printer at home, which most of his classmates have, so they rely on the public library or school system for access to technology. As this story shows, many students from working-class families have to contend with helping out at home, contributing financially to the family, poor study environments, and a lack of family support. This is a difficult match with education systems that adhere to a traditional curriculum that is more easily understood and completed by students of higher social classes.

Such a situation leads to social class reproduction, extensively studied by French sociologist Pierre Bourdieu. He researched how cultural capital , or cultural knowledge that serves as (metaphorical) currency that helps us navigate a culture, alters the experiences and opportunities available to French students from different social classes. Members of the upper and middle classes have more cultural capital than do families of lower-class status. As a result, the educational system maintains a cycle in which the dominant culture’s values are rewarded and thus generationally reproduced. Instruction and tests cater to the dominant culture and leave others struggling to identify with values and competencies outside their social class. For example, there has been a great deal of discussion over what standardized tests such as the SAT truly measure. Many argue that the tests group students by cultural ability rather than by natural intelligence. For example, a question on the comprehensive reading section of the SAT inquires about a painting at an art museum. For a student who has not experienced art museums regularly, this question poses greater difficulty than it does for a student who grew up going to cultural events such as art exhibitions. Such mechanisms in public education reinforce and perpetuate inequalities.

This video explains how cultural capital impacts a hypothetical student.

The article referenced in the interactive above raises many important issues, and some questions we might pursue further are:

• Are there any forms of cultural capital that can be acquired without economic capital? That is, can one cultivate habits of speech and appearance that suggest higher social status but which do not cost money? (or at least very much money?) What symbolic values are at work here?
• If prestigious brand-name products, such as the Louis Vuitton handbag, confer some sort of high status on those who possess and display them, then how does the “branding” of the self function in our 21st-Century economy? When individuals brand themselves through social media and other public platforms, whether as employees or “influencers” and such, what status or characteristics are they trying to claim? What do they hope to gain?
• The sociologist Charles Horton Cooley introduced the concept of the “looking glass self,” which says we develop our sense of self according to how we believe others perceive us. Can this idea help us understand how social status and economic class are related? To what extent are status and class a matter of self-conscious performance for the benefit of an imagined audience?

The Hidden Curriculum

The cycle of rewarding those who possess cultural capital is found in formal educational curricula as well as in the hidden curriculum , which refers to the type of nonacademic knowledge that students learn through informal learning and cultural transmission. This hidden curriculum reinforces the positions of those with higher cultural capital and serves to bestow status unequally.

The Hidden Curriculum ideology is very prevalent in sociology, as sociologists seek to better understand how education is shaping society as a larger unit. This video explains what this means.

This next video explains how sociologists examine the hidden curriculum from the various sociological perspectives.

Conflict theorists point to tracking , a formalized sorting system that places students on “tracks” (advanced versus low-achievers) that perpetuate inequalities. While educators may believe that students do better in tracked classes because they are with students of similar ability and may have access to more individual attention from teachers, conflict theorists feel that tracking leads to self-fulfilling prophecies in which students live up (or down) to teacher and societal expectations (Education Week 2004). The ways by which students are assigned to tracks differs both between and within schools. Today, it is less common for schools to rigidly track students in all subjects, and it is less common to track them into different vocational paths. Administrators and teachers in a given school may carefully avoid using the term “tracking” to describe the organization of their school’s curriculum. Yet, schools maintain a variety of policies that sort students into different programs of study including: test scores and grade requirements, pre- and co-requisite requirements, and teacher recommendations.

Low-track classes tend to be primarily composed of low-income students, usually minorities, while upper-track classes are usually dominated by students from socioeconomically successful groups. In 1987, Jeannie Oakes theorized that the disproportionate placement of poor and minority students into low tracks does not reflect their actual learning abilities. Rather, she argued that the ethnocentric claims of social Darwinists and the Anglo-Saxon-driven Americanization movement at the turn of the century combined to produce a strong push for “industrial” schooling, ultimately relegating the poorer minority students to vocational programs and a differentiated curriculum which she considered a lingering pattern in 20th century schools.

Some studies suggest that tracking can influence students’ peer groups and attitudes regarding other students. Adam Gamoran’s study (1992) shows that students are more likely to form friendships with other students in the same tracks than with students outside of their tracks. Since low-class and minority students are overrepresented in low tracks, and Whites and Asians generally dominate higher tracks, interaction among these groups can be discouraged by tracking. However, there is no research showing an academic benefit to low track students from such interaction.

Link to Learning

Tracking is not uncommon in the United States and can take many forms at any level of compulsory schooling. Did you experience tracking at your school? This student Ted talk explains some of the adverse consequences of separating students into high-performing, average, and below-average tracks: Student Tracking Needs to End .

To conflict theorists, schools play the role of training working-class students to accept and retain their position as lower-tier members of society. They argue that this role is fulfilled through the disparity of resources available to students in richer and poorer neighborhoods as well as through testing (Lauen and Tyson 2008). Did you know that a school’s resources are dependent on property taxes in the school district’s boundaries? This is a controversial policy, as it contributes to existing inequalities in the home and in the the neighborhood.

IQ tests have been attacked for being biased—for testing cultural knowledge rather than actual intelligence. For example, a test item may ask students what instruments belong in an orchestra. To correctly answer this question requires certain cultural knowledge—knowledge most often held by more affluent people who typically have more exposure to orchestral music. Though experts in the field of testing claim that bias has been eliminated from tests, conflict theorists maintain that this is impossible. These tests, to conflict theorists, are another way in which education does not so much provide opportunities as maintain established configurations of power.

This NPR article,  Why America’s Schools Have A Money Problem , explains more about inequalities in public schools created by differences in revenue generated through property taxes.

Think It Over

• Thinking of your school, what are some ways that a conflict theorist would say that your school perpetuates class differences?

Feminist Theory

Figure 2.  Some 1903 female graduates of Western University.

Feminist theory aims to understand the mechanisms and roots of gender inequality, particularly in education, as well as their societal repercussions. Like many other institutions of society, educational systems are characterized by unequal treatment and opportunity for women, despite the monumental progress that has been made in recent decades. The literacy rate among women worldwide is 83 percent, compared to the almost 90 percent observed for men, [1] and women around the world are still less likely than men to set foot in a school. [2]

Women in the United States have been relatively late, historically speaking, to be granted entry to the public university system. In fact, it wasn’t until the establishment of Title IX of the Education Amendments in 1972 that discriminating on the basis of sex in U.S. education programs became illegal. In the United States, there is also a post-education gender disparity between what male and female college graduates earn, despite women now graduating college at higher rates than men (Citation C). A study released in May 2011 showed that, among men and women who graduated from college between 2006 and 2010, men out-earned women by an average of more than $5,000 each year. First-year job earnings for men averaged $33,150; for women the average was $28,000 (Godofsky, Zukin, and van Horn 2011). Similar trends are seen among salaries of professionals in virtually all industries. [3]

Here are a few facts about the gendered wage gap from the AAUW (2018): [4]

Figure 3 . One way to think about the gender pay gap is by looking at the difference in median earnings for men and women.

• Women earn 80% of what men make.
• Racial minority women earn even less when compared to white men – with the lowest being Hispanic/Latina women making 53% of what men make.
• Utah has the largest pay gap, California has the smallest.
• The gender gap is found across nearly all professions.

When women face limited opportunities for education, their capacity to achieve equal rights, including financial independence, is limited. Feminist theory seeks to promote women’s rights to equal education (and its resultant benefits) across the world.

Grade Inflation

Grade inflation: when is an a really a c.

In 2019, news emerged of a criminal conspiracy regarding wealthy and, in some cases, celebrity parents who illegally secured college admission for their children. Over 50 people were implicated in the scandal, including employees from prestigious universities; several people were sentenced to prison. Their activity included manipulating test scores, falsifying students’ academic or athletic credentials, and acquiring testing accommodations through dishonest claims of having a disability.

One of the questions that emerged at the time was how the students at the subject of these efforts could succeed at these challenging and elite colleges. Meaning, if they couldn’t get in without cheating, they probably wouldn’t do well. Wouldn’t their lack of preparation quickly become clear?

Many people would say no. First, many of the students involved (the children of the conspirators) had no knowledge or no involvement of the fraud; those students may have been admitted anyway. But there may be another safeguard for underprepared students at certain universities: grade inflation.

Grade inflation  generally refers to a practice of awarding students higher grades than they have earned. It reflects the observation that the relationship between letter grades and the achievements they reflect has been changing over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A.

Some, including administrators at elite universities, argue that grade inflation does not exist, or that there are other factors at play, or even that it has benefits such as increased funding and elimination of inequality (Boleslavsky 2014). But the evidence reveals a stark change. Based on data compiled from a wide array of four-year colleges and universities, a widely cited study revealed that the number of A grades has been increasing by several percentage points per decade, and that A’s were the most common grade awarded (Jaschik 2016). In an anecdotal case, a Harvard dean acknowledged that the median grade there was an A-, and the most common was also an A. Williams College found that the number of A+ grades had grown from 212 instances in 2009-10 to 426 instances in 2017-18 (Berlinsky-Schine 2020). Princeton University took steps to reduce inflation by limiting the number of A’s that could be issued, though it then reversed course (Greason 2020).

Why is this happening? Some cite the alleged shift toward a culture that rewards effort instead of product, i.e., the amount of work a student puts in raises the grade, even if the resulting product is poor quality. Another oft-cited contributor is the pressure for instructors to earn positive course evaluations from their students. Finally, many colleges may accept a level of grade inflation because it works. Analysis and formal experiments involving graduate school admissions and hiring practices showed that students with higher grades are more likely to be selected for a job or a grad school. And those higher-grade applicants are still preferred even if decision-maker knows that the applicant’s college may be inflating grades (Swift 2013). In other words, people with high GPA at a school with a higher average GPA are preferred over people who have a high GPA at a school with a lower average GPA.

Ironically, grade inflation is not simply a college issue. Many of the same college faculty and administrators who encounter or engage in some level of grade inflation may lament that it is also occurring at high schools (Murphy 2017).

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• UNESCO Institute for Statistics. Literacy rate, adult male (% of males ages 15 and above). Retrieved from  https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS?view=chart .  ↵
• UNESCO. Gender Equality in Education. Retrieved from http://uis.unesco.org/en/topic/gender-equality-education . ↵
• Semuels, Alana (November 2017). "Poor Girls Are Leaving Their Brothers Behind." Retrieved from https://www.theatlantic.com/business/archive/2017/11/gender-education-gap/546677/ . ↵
• AAUW. "The Simple Truth about the Gender Pay Gap." Retrieved from https://www.aauw.org/research/the-simple-truth-about-the-gender-pay-gap/ . ↵
• Modification, adaptation, and original content. Authored by : Florencia Silviera for Lumen Learning. Provided by : Lumen Learning. License : CC BY: Attribution
• Theoretical Perspectives on Education. Authored by : OpenStax CNX. Located at : https://cnx.org/contents/[email protected]:Q7ShLma2@8/16-2-Theoretical-Perspectives-on-Education . License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/contents/[email protected]
• Tracking (education). Provided by : Wikipedia. Located at : https://en.wikipedia.org/wiki/Tracking_(education) . License : CC BY-SA: Attribution-ShareAlike
• Cultural Capital Interactive. Authored by : Scott Barr for Lumen Learning. Provided by : Lumen Learning. License : CC BY: Attribution
• Grade Inflation. Provided by : OpenStax . Located at : https://openstax.org/books/introduction-sociology-3e/pages/16-2-theoretical-perspectives-on-education . Project : Sociology 3e. License : CC BY: Attribution . License Terms : Access for free at https://openstax.org/books/introduction-sociology-3e/pages/1-introduction
• Cultural Capital. Authored by : Sociology Live!. Located at : https://www.youtube.com/watch?v=5DBEYiBkgp8 . License : Other . License Terms : Standard YouTube License
• The Hidden Curriculum | Part 2 of 2: Sociological Perspectives. Provided by : HumberEDU. Located at : https://www.youtube.com/watch?v=77psBGyYj94 . License : Other . License Terms : Standard YouTube License
• The Hidden Curriculum | Part 1 of 2: Norms, Values and Procedures. Provided by : HumberEDU. Located at : https://www.youtube.com/watch?v=NuLhmDE9Exo . License : Other . License Terms : Standard YouTube License
• Image on gender pay gap. Provided by : AAUW. Located at : https://www.aauw.org/research/the-simple-truth-about-the-gender-pay-gap/ . License : All Rights Reserved
• female graduates in 1903. Provided by : Wikipedia. Located at : https://commons.wikimedia.org/wiki/File:Group_of_women_in_cap_and_gown_at_Western_College_on_Tree_Day_1903_(3191801017).jpg . License : Public Domain: No Known Copyright

Home — Essay Samples — Social Issues — Capital Punishment — The Conflict Theory Perspective on Poverty

The Conflict Theory Perspective on Poverty

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The structural nature of poverty, power dynamics and poverty, implications for addressing poverty.

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Conflict management.

• Patricia Elgoibar , Patricia Elgoibar University of Barcelona
• Martin Euwema Martin Euwema Katholieke Universiteit Leuven
•  and  Lourdes Munduate Lourdes Munduate University of Seville
• https://doi.org/10.1093/acrefore/9780190236557.013.5
• Published online: 28 June 2017

Conflicts are part of nature and certainly part of human relations, between individuals, as well as within and between groups. Conflicts occur in every domain of life: family, work, and society, local and global. Conflict management, therefore, is an essential competency for each person. People differ largely in their emotional and behavioral responses to conflict and need to learn how to behave effectively in different conflict situations. This requires a contingency approach, first assessing the conflict situation, and then choosing a strategy, matching the goals of the party. In most situations, fostering cooperative relations will be most beneficial; however, this is also most challenging. Therefore, constructive conflict management strategies, including trust building and methods of constructive controversy, are emphasized. Conflict management, however, is broader than the interaction of the conflicting parties. Third-party interventions are an essential element of constructive conflict management, particularly the assessment of which parties are intervening in what ways at what escalation stage.

• cooperation
• competition
• conflict behavior
• conglomerate conflict behavior
• constructive conflict management
• conflict resolution strategies

Definition of Conflict

Conflicts are part of nature, and certainly part of human relations. People experience conflict with other persons, in teams or in groups, as well as between larger entities, departments, organizations, communities, and countries. Conflicts appear at home, at work, and in our spare-time activities with friends, with people we love and with people we hate, as well as with our superiors and with our subordinates and coworkers. Parties need to accept conflicts as part of life dynamics and learn to deal with them effectively and efficiently. Conflict management refers to the way we manage incompatible actions with others, where others can be a person or a group.

Conflict is a component of interpersonal interactions; it is neither inevitable nor intrinsically bad, but it is commonplace (Coleman, Deutsch, & Marcus, 2014 ; Schellenberg, 1996 ). In the 20th century , Lewin ( 1935 ) concluded that an intrinsic state of tension motivates group members to move toward the accomplishment of their desired common goals. Later on, Parker Follett ( 1941 ) explored the constructive side of conflict and defined conflict as the appearance of difference, difference of opinions or difference of interests. Deutsch ( 1949 ) developed this line of thought and analyzed the relation between the way group members believe their goals are related and their interactions and relationships.

A common definition of conflict argues that there is a conflict between two (or more) parties (individuals or groups) if at least one of them is offended, or feels bothered by the other (Van de Vliert, 1997 ; Wall & Callister, 1995 ). Traditionally, conflict has been defined as opposing interests involving scarce resources and goal divergence and frustration (Pondy, 1967 ). However, Deutsch ( 1973 ) defined conflict as incompatible activities: one person's actions interfere, obstruct, or in some way get in the way of another's action. Tjosvold, Wan, and Tang ( 2016 ) proposed that defining conflict as incompatible actions is a much stronger foundation than defining conflict as opposing interests, because conflicts also can occur when people have common goals (i.e., they may disagree about the best means to achieve their common goals). The key contribution of Deutsch’s ( 1973 ) proposal is that incompatible activities occur in both compatible and incompatible goal contexts. Whether the protagonists believe their goals are cooperative or competitive very much affects their expectations, interaction, and outcomes as they approach conflict (Tjosvold et al., 2016 ).

Characteristics of Conflict

Euwema and Giebels ( 2017 ) highlighted some key elements of conflict.

Conflict implies dependence and interdependence. Parties rely to some extent on the other parties to realize their goals (Kaufman, Elgoibar, & Borbely, 2016 ). This interdependence can be positive (a cooperative context), negative (a competitive context), or mixed. Positive interdependence is strongly related to cooperative conflict behaviors, while negative interdependence triggers competitive behaviors (Johnson & Johnson, 2005 ). Interdependence also reflects the power difference between parties. A short-term contractor on a low-paid job usually is much more dependent on the employer than vice versa. Many conflicts, however, can be seen as “mixed motive” situations.

Conflicts are mostly mixed motive situations because parties have simultaneous motives to cooperate and motives to compete. Parties are, on the one hand, dependent on each other to realize their goal, and, on the other hand, they are at the same time competitors. For example, two colleagues on a team are cooperating for the same team result; however, there is competition for the role as project leader. In a soccer team, the players have a team goal of working together to win, but they can be competing to be the top scorer. The mixed motive structure is very important to understand conflict dynamics. When conflicts arise, the competitive aspects become more salient, and the cooperative structure often is perceived less by parties. Interventions to solve conflict, therefore, are often related to these perceptions and the underlying structures.

Conflict is a psychological experience. Conflict is by definition a personal and subjective experience, as each individual can perceive and manage the same conflict in a different manner. Conflict doesn’t necessarily have an objective basis (Van de Vliert, 1997 ). It depends on the perception of the specific situation, and the perception is by definition subjective and personal.

Conflict concerns cognitive and affective tension. When someone perceives blocked goals and disagreements, he or she can also, although not necessarily, feel fear or anger. Many authors consider that conflict is emotionally charged (Nair, 2007 ; Pondy, 1967 ; Sinaceur, Adam, Van Kleef, & Galinky, 2013 ), although the emotion doesn’t need to be labeled necessarily as a negative emotion. Some people actually enjoy conflict. Emotional experiences in conflict are also scripted by cultural, historical, and personal influences (Lindner, 2014 ).

Conflict can be unidirectional. One party can feel frustrated or thwarted by the other while the second party is hardly aware of, and doesn’t perceive the same reality of, the conflict.

Conflict is a process. Conflict is a dynamic process that does not appear suddenly, but takes some time to develop and passes through several stages (Spaho, 2013 ). Conflict is the process resulting from the tension in interpersonal interactions or between team members because of real or perceived differences (De Dreu & Weingart, 2003 ; Thomas, 1992 ; Wall & Callister, 1995 ).

Type of Conflict: Task, Process, and Relationship Conflict

Early conflict and organizational research concluded that conflict interferes with team performance and reduces satisfaction due to an increase in tension and distraction from the objective (Brown, 1983 ; Hackman & Morris, 1975 ; Pondy, 1967 ; Wall & Callister, 1995 ). Jehn ( 1995 ) differentiated between task and relational conflict, and later also included process conflict (De Wit, Greer, & Jehn, 2012 ). Task conflict refers to different opinions on content (Jehn & Mannix, 2001 ). Examples of task conflict are conflict about distribution of resources, about procedures and policies, and judgment and interpretation of facts (De Dreu & Weingart, 2003 ). Process conflict refers to how tasks should be accomplished (Jehn, Greer, Levine, & Szulanski, 2008 ). Examples are disagreements about logistic and delegation issues (Jehn et al., 2008 ). Finally, relationship conflict refers to “interpersonal incompatibility” (Jehn, 1995 , p. 257). Examples of relationship conflict are conflict about personal taste, political preferences, values, and interpersonal style (De Dreu & Weingart, 2003 ). All three types of conflict—task, process, and personal (relational) conflicts—are usually disruptive, especially personal conflict, which is highly disruptive (De Dreu & Weingart, 2003 ; Jehn, 1995 , 1997 ). A review and meta-analysis by De Wit et al. ( 2012 ) showed that, under specific conditions, task conflict can be productive for teams. Moreover, conflict can wreck a team’s efforts to share information and reach a consensus (Amason & Schweiger, 1994 ). Therefore, research supporting the benefit of task and relationship conflict is not conclusive and each situation varies. What seems to be clear is that managing conflict efficiently to avoid escalation is a priority for teams.

Conflict Behavior, Conflict Management, and Conflict Resolution

Conflict behavior, conflict management, and conflict resolution are different layers of a conflict process and therefore should be distinguished. Conflict behavior is any behavioral response to the experience of frustration, while conflict management is the deliberate action to deal with conflictive situations, both to prevent or to escalate them. Also, conflict management is differentiated from conflict resolution, which is specific action aimed to end a conflict.

Conflict Behavior

Conflict behavior is the behavioral response to the experience of conflict (Van de Vliert et al., 1995 ). Conflict behavior is defined as one party’s reaction to the perception that one’s own and the other party’s current aspiration cannot be achieved simultaneously (Deutsch, 1973 ; Pruitt, 1981 ; Rubin, Pruitt, & Kim, 1994 ). It is both what people experiencing conflict intend to do, as well as what they actually do (De Dreu, Evers, Beersma, Kluwer, & Nauta, 2001 ; Van de Vliert, 1997 ). In conflict situations people often respond primarily, following their emotions, more or less conscientiously.

Many factors affect how people respond to the experience of conflict. Social psychology shows the processes are largely unconscious (Wilson, 2004 ). For example, how people respond to intimidating behavior by their supervisor might be primarily influenced by the context and individual perception, as well as previous relations with persons in authority, including parents and teachers (Gelfand & Brett, 2004 ; Van Kleef & Cote, 2007 ). These natural behavioral responses are also referred to as “conflict styles.” They are rooted in our personality and can differ in context. Some people will naturally respond by being friendly and accommodating, where others will start arguing or fighting (Barbuto, Phipps, & Xu, 2010 ; Kilmann & Thomas, 1977 ; Van Kleef & Cote, 2007 ).

Conflict behavior becomes more effective once we are more aware of our natural tendencies and are also able not to act upon them, and instead to show flexibility in behavioral approaches. This is where conflict behavior becomes conflict management. Therefore, one can be a naturally highly accommodating person who will spontaneously give in to others who make demands, but one will be more effective after learning to assess the situation at hand and to carefully decide on a response, which might be quite different from the natural or spontaneous reaction.

Dual-Concern Model

The dual-concern model holds that the way in which parties handle conflicts can de described and is determined by two concerns: concern for self (own interests) and concern for others (relational interests) (Blake & Mouton, 1964 ; Pruitt & Rubin, 1986 ; Rahim, 1983 ; Thomas, 1992 ; Van de Vliert, 1999 ) (see Figure 1 ). Usually, the two concerns define five different conflict behaviors: forcing, avoiding, accommodating, compromising, and problem solving or integrating. These behaviors are studied at the level of general personal conflict styles, closely connected to personality, as well as at the level of strategies and tactics (Euwema & Giebels, 2017 ).

The different conflict styles have been studied intensively, with three approaches. A normative approach, wherein integrating (also known as problem solving) is seen as the preferred behavior for conflict resolution; a contingency approach, exploring conditions under which each of the behaviors is most appropriate; and a conglomerate approach, focusing on a combination of the behaviors (see “ Conglomerate Conflict Behavior ”).

Figure 1. Dual-concern model.

In forcing, one party aims to achieve his or her goal by imposing a solution onto the other party. Concern for one’s own interests and own vision is what matters. There is little attention and care for the interests and needs of the other party, or the relationship with the other (Euwema & Giebels, 2017 ). This style is appropriate when the outcome is important for one party but trivial to the opponent, or when fast decision making is necessary. It becomes inappropriate when issues are complex, when both parties are equally powerful, when the outcome is not worth the effort for one party, or when there is enough time to make a collective decision. Moreover, forcing decisions can seriously damage a relationship and contribute to bullying in the workplace (Baillien, Bollen, Euwema, & De Witte, 2014 ); however, normative forcing, which is referring to rules and imposing them, can be effective (De Dreu, 2005 ). Note that some alternative terms that have been used for forcing in the literature are competitive , contending , or adversarial behavior .

With avoiding, one party aims to stay out of any confrontation with the other. This behavior prevents efforts to yield, to negotiate constructively, or to compete for one’s own gains. The conflict issue receives little attention, usually because the avoiding party thinks he or she won’t gain from entering into the conflict (Euwema & Giebels, 2017 ; Van de Vliert, 1997 ). Avoiding may be used when the benefits of resolving the conflict are not worth confronting the other party, especially when the problem is trivial or minor; when no good solutions are available for now; or when time is needed (Van Erp et al., 2011 ). An important motive for avoiding also is to prevent loss of face and to maintain the relationship. This is particularly true in collectivistic cultures, particularly in Asian societies (Oetzel et al., 2001 ). Avoiding is inappropriate when the issues are important to a party, when the parties cannot wait, or when immediate action is required (Rahim, 2002 ). Rubin, Pruitt, and Kim ( 1994 ) distinguished between long-term avoidance, which is a permanent move to leave the conflict, and short-term avoidance, defined as temporary inaction.

Accommodating

Accommodating is giving in or going along with the ideas, wishes, and needs of the other party. Accommodating usually is the result of a low concern for one’s own conflictive interests combined with a high concern for the interests and needs of the other party. Giving in often is related to a strong need for harmony and a sensitivity to the needs of the other. Accommodation is useful when a party is not familiar with the issues involved in the conflict, when the opponent is right, when the issue is much more important to the other party, and in order to build or maintain a long-term relationship, in exchange for future consideration when needed. Giving in also can be an educational strategy, giving space to the other to find out what the effect will be. Accommodating is less appropriate when the issue is of great concern, when accommodation creates frustration, or when accommodation reinforces dynamics of exploitation (Spaho, 2013 ). Note that an alternative term for this concept that can be found in the literature is yielding .

Compromising

Compromising involves searching for a middle ground, with an eye on both one’s own interest and the interest of the other. The premise is that both parties must find a middle ground where everyone receives equal consideration, meaning that each party makes some concession (Van de Vliert, 1997 ). Compromising is appropriate when a balance of forces exists and the goals of parties are mutually exclusive (Buddhodev, 2011 ). Compromise leads to a democratic solution; however, it may prevent arriving at a creative solution to the problem and a limited effort to increase resources before distributing them (Spaho, 2013 ).

Problem Solving or Integrating

Problem solving is a win–win strategy aimed at “optimizing rather than satisfying the parties” (Van de Vliert, 1997 , p. 36). Great value is attached to one’s own interests and vision, but also a lot of attention is given to the needs, ideas, and interests of the other. One looks for open and creative solutions that meet both interests. Problem solving or integrating is useful in dealing with complex issues, and it allows both parties to share skills, information, and other resources to redefine the problem and formulate alternative solutions. It is, however, inappropriate when the task is simple or trivial, and when there is no time. Also, it is more difficult to develop when the other party does not have experience in problem solving or when the parties are unconcerned about the outcomes (Pruitt & Rubin, 1986 ). Note that some alternative terms that can be found in the literature for this concept are cooperation and collaboration .

The dual-concern model is used as a contingency model, describing which conflict behaviors are used best under what conditions (Van de Vliert et al., 1997 ), and also as a normative model, promoting integrating behaviors as the most effective style, particularly when it comes to joined outcomes and long-term effectiveness. Forcing, in contrast, is often described as a noncooperative behavior, with risk of escalated and unilateral outcomes (Blake & Mouton, 1964 ; Burke, 1970 ; Deutsch, 1973 ; Fisher & Ury, 1981 ; Pruitt & Rubin, 1986 ; Rahim, 2010 ; Thomas, 1992 ). As a result, authors define forcing and integrating as two opposed behavioral approaches (Tjosvold, Morishima, & Belsheim, 1999 ). Following this model, many scholars during the 1970s and 1980s proposed that individuals use a single behavior in conflict, or that the behaviors should be seen as independent. Therefore, the antecedents and effects of different conflict behaviors are often analyzed separately (Tjosvold, 1997 ; Volkema & Bergmann, 2001 ). However, parties usually try to achieve personal outcomes, and try to reach mutual agreements by combining several behaviors in a conflict episode (Van de Vliert, 1997 ). This is the basic assumption of the conglomerate conflict behavior (CCB) theory (Van de Vliert, Euwema, & Huismans, 1995 ), which established that conflict behaviors are used in a compatible manner, sequentially or simultaneously.

Conglomerate Conflict Behavior (CCB)

In the dual-concern model, a contrast is made between forcing (contending with an adversary in a direct way) and integrating (reconciling the parties’ basic interests) as two opposed behavioral approaches (Tjosvold et al., 1999 ). However, the CCB framework assumes that individual reactions to conflict typically are complex and consist of multiple components of behavior (Van de Vliert, 1997 , Van de Vliert et al., 1995 ). The CCB theory covers the idea that behavioral components may occur simultaneously or sequentially and that the combination drives toward effectiveness (Euwema & Van Emmerik, 2007 ; Medina & Benitez, 2011 ). The theory has been supported in studies analyzing conflict management effectiveness in different contexts, such as in managerial behavior (Munduate, Ganaza, Peiro, & Euwema, 1999 ), in military peacekeeping (Euwema & Van Emmerik, 2007 ) and by worker representatives in organizations (Elgoibar, 2013 ).

The main reason that people combine different behaviors is because conflicts are often mixed-motive situations (Euwema, Van de Vliert, & Bakker, 2003 ; Euwema & Van Emmerik, 2007 ; Walton & McKersie, 1965 ). Mixed-motive situations are described as situations that pose a conflict between securing immediate benefits through competition, and pursuing benefits for oneself and others through cooperation with other people (Komorita & Parks, 1995 ; Sheldon & Fishbach, 2011 ). Therefore, a person's behavior in a conflict episode is viewed as a combination of some of the five forms of conflict behaviors. An example of sequential complex behavior is to first put the demands clearly (forcing), followed by integrating (searching for mutual gains, and expanding the pie), and finally compromising, where distributive issues are dealt with in a fair way. An example of serial complexity can be found in multi-issue conflict, when for some issues conflict can be avoided, while for high priorities, demands are put on the table in a forcing way. Another CCB pattern is the conglomeration of accommodating and forcing. This pattern is sometimes referred to as “logrolling” (Van de Vliert, 1997 , p. 35), and it is a classic part of integrative strategies, to maximize the outcomes for both parties. Logrolling behavior consists of accommodating the high-concern issues of the other party and forcing one’s own high-concern issues. This approach is usually helpful in multi-issue trade negotiations; however, it requires openness of both parties to acknowledging key interests.

How to Explore Your Tendency in Conflict

The most famous and popular conflict behavior questionnaires are:

MODE (Management of Differences Exercise). MODE, developed in 1974 by Thomas and Killman, presents 30 choices between two options representing different conflict styles.

ROCI (Rahim's Organizational Conflict Inventory). The ROCI is a list of 28 items that measures the five styles of conflict behavior described.

Dutch Test of Conflict Handling. This list of 20 items measures the degree of preference for the five styles (Van de Vliert & Euwema, 1994 ; De Dreu et al., 2001 , 2005 ). It has been validated internationally.

Conflict management is deliberate action to deal with conflictive situations, either to prevent or to escalate them. Unlike conflict behavior, conflict management encompasses cognitive responses to conflict situations, which can vary from highly competitive to highly cooperative. Conflict management does not necessarily involve avoidance, reduction, or termination of conflict. It involves designing effective strategies to minimize the dysfunctions of conflict and to enhance the constructive functions of conflict in order to improve team and organizational effectiveness (Rahim, 2002 ).

Conflicts are not necessarily destructive (De Dreu & Gelfand, 2008 ; Euwema, Munduate, Elgoibar, Pender, & Garcia, 2015 ), and research has shown that constructive conflict management is possible (Coleman, Deutsch, & Marcus, 2014 ). The benefits of conflict are much more likely to arise when conflicts are discussed openly, and when discussion skillfully promotes new ideas and generates creative insights and agreements (Coleman et al., 2014 ; De Dreu & Gelfand, 2008 ; Euwema et al., 2015 ; Tjosvold, Won, & Chen, 2014 ). To make a constructive experience from conflict, conflict needs to be managed effectively.

Deutsch’s classic theory of competition and cooperation describes the antecedents and consequences of parties’ cooperative or competitive orientations and allows insights into what can give rise to constructive or destructive conflict processes (Deutsch, 1973 , 2002 ). The core of the theory is the perceived interdependence of the parties, so that the extent that protagonists believe that their goals are cooperative (positively related) or competitive (negatively related) affects their interaction and thus the outcomes. Positive interdependence promotes openness, cooperative relations, and integrative problem solving. Perceived negative interdependence on the other hand, induces more distance and less openness, and promotes competitive behavior, resulting in distributive bargaining or win–lose outcomes (Tjosvold et al., 2014 ).

Whether the protagonists believe their goals are cooperative or competitive very much affects their expectations, interactions, and outcomes. If parties perceive that they can reach their goals only if the other party also reaches their goals, the goal interdependence is positively perceived and therefore parties will have higher concern for the other’s goals and manage the conflict cooperatively (De Dreu et al., 2001 ; Tjosvold et al., 2014 ). On the contrary, if one party perceives that they can reach their goals only if the other party fails to obtain their goals, the interdependence becomes negatively perceived and the approach to conflict becomes competitive (Tjosvold et al., 2014 ). Goals can also be independent; in that case, conflict can be avoided (the parties don’t need to obstruct each other’s goals to be successful). Therefore, how parties perceive their goals’ interdependence affects how they negotiate conflict and whether the conflict is constructively or destructively managed (Alper et al., 2000 ; Deutsch, 1973 ; Johnson & Johnson, 1989 ; Tjosvold, 2008 ).

Successfully managing conflict cooperatively requires intellectual, emotional, and relational capabilities in order to share information, to contribute to value creation, and to discuss differences constructively (Fisher & Ury, 1981 ; Tjosvold et al., 2014 ). In contrast, a competitive-destructive process leads to material losses and dissatisfaction, worsening relations between parties, and negative psychological effects on at least one party—the loser of a win–lose context (Deutsch, 2014 ).

Deutsch’s theory proposes that emphasizing cooperative goals in conflict by demonstrating a commitment to pursue mutually beneficial solutions creates high-quality resolutions and relationships, while focusing on competitive interests by pursuing one’s own goals at the expense of the other’s escalates conflict, resulting in imposed solutions and suspicious relationships (Tjosvold et al., 2014 ).

In summary, Deutsch’s theory states that the context in which the conflict process is expressed drives parties toward either a cooperative or a competitive orientation in conflicts (Alper et al., 2000 ; Deutsch, 2006 ; Johnson & Johnson, 1989 ). In other words, a cooperative context is related to a cooperative conflict pattern, and a competitive context is related to a competitive conflict pattern. When parties have a cooperative orientation toward conflict, parties discuss their differences with the objective of clarifying them and attempting to find a solution that is satisfactory to both parties—both parties win (Carnevale & Pruitt, 1992 ). On the contrary, in competition, there is usually a winner and a loser (Carnevale & Pruitt, 1992 ) (see Table 1 ). In the CCB model, the patterns can include cooperative (i.e., integrating) and competitive (i.e. forcing) behavior; however, the cooperative pattern will be dominated by integrating while the competitive pattern will be dominated by forcing (Elgoibar, 2013 ).

Table 1. Characteristics of Cooperative and Competitive Climates

Source : Coleman, Deutsch, and Marcus ( 2014 ).

How to Manage Conflicts Constructively

The need for trust.

Trust is commonly defined as a belief or expectation about others’ benevolent motives during a social interaction (Holmes & Rempel, 1989 ; Rousseau et al., 1998 ). Mutual trust is one important antecedent as well as a consequence of cooperation in conflicts (Deutsch, 1983 ; Ferrin, Bligh, & Kohles, 2008 ). As Nahapiet and Ghoshal pointed out, “Trust lubricates cooperation, and cooperation itself breeds trust” ( 1998 , p.255). There is ample evidence that constructive conflict and trust are tightly and positively related (Hempel, Zhang, & Tjosvold, 2009 ; Bijlsma & Koopman, 2003 ; Lewicki, Tonlinson, & Gillespie, 2006 ).

Successful constructive conflict management requires maximal gathering and exchange of information in order to identify problems and areas of mutual concern, to search for alternatives, to assess their implications, and to achieve openness about preferences in selecting optimal solutions (Bacon & Blyton, 2007 ; Johnson & Johnson, 1989 ; Tjosvold, 1999 ). Trust gives parties the confidence to be open with each other, knowing that the shared information won’t be used against them (Zaheer & Zaheer, 2006 ). Various studies revealed that trust leads to constructive conglomerate behaviors and to more integrative outcomes in interpersonal and intergroup conflicts (Lewicki, Elgoibar, & Euwema, 2016 ; Lewicki, McAllister, & Bies, 1998 ; Ross & LaCroix, 1996 ).

How can trust be promoted? Developing trust is challenging (Gunia, Brett, & Nandkeolyar, 2014 ; Hempel et al., 2009 ). Numerous scholars have noted that trust is easier to destroy than to create (Hempel et al., 2009 ; Meyerson et al., 1996 ). There are two main reasons for this assertion. First, trust-breaking events are often more visible and noticeable than positive trust-building actions (Kramer, 1999 ). Second, trust-breaking events are judged to have a higher impact on trust judgments than positive events (Slovic, 1993 ). Furthermore, Slovic ( 1993 ) concluded that trust-breaking events are more credible than sources of good news. Thus, the general belief is that trust is easier to destroy than it is to build, and trust rebuilding may take even longer than it took to create the original level of trust (Lewicki et al., 2016 ).

However, there is room for optimism, and different strategies have been shown to promote trust. As held in social exchange theory (Blau, 1964 ), risk taking by one party in supporting the other party has been found to signal trust to the other party (Serva et al., 2005 ). Yet, fears of exploitation make trust in conflict management and negotiation scarce. Therefore, the use of trust-promoting strategies depends on the specific situation, and parties need practical guidance on how and when to manage conflict constructively by means of promoting mutual trust.

How does the possibility of trust development between parties depend on the conflict context? Based on this practical question, some strategies for trust development have been proposed (Fisher & Ury, 1981 ; Fulmer & Gelfand, 2012 ; Gunia, Brett, & Nandkeolyar, 2012 ; Lewicki et al., 2016 ). In relationships where trust is likely, the following strategies can help: assume trustworthiness, prioritize your interests and give away a little information about them, engage in reciprocity (concessions), highlight similarities and spend time together, get to know your counterpart personally and try to be likable, behave consistently and predictably, and paraphrase your counterpart’s positions. In relationships where trust seems possible: emphasize common goals; focus on the subject, not on the people; look to the future and find a shared vision; mix questions and answers about interests and priorities—the fundamental elements of information sharing—with making and justifying offers; take a break; suggest another approach; call in a mediator; and forgive the other party’s mistakes. In relationships where trust is not possible, more cautious strategies can help: make multi-issue offers; think holistically about your counterpart’s interests; engage in reciprocity (concessions); express sympathy, apologize, or compliment your counterpart; and look for preference patterns in your counterpart’s offers and responses.

Constructive Controversy

C onstructive controversy is defined as the open-minded discussion of conflicting perspectives for mutual benefit, which occurs when protagonists express their opposing ideas that obstruct resolving the issues, at least temporarily (Tjosvold et al., 2014 ). Indicators of constructive controversy include listening carefully to each other’s opinion, trying to understand each other’s concerns, and using opposing views to understand the problem better. These skills are considered vitally important for developing and implementing cooperative problem-solving processes successfully and effectively.

Deutsch ( 2014 ) stated that there haven’t been many systematic discussions of the skills involved in constructive solutions to conflict, and he proposed three main types of skills for constructive conflict management:

Rapport-building skills are involved in establishing effective relationships between parties (such as breaking the ice; reducing fears, tensions, and suspicion; overcoming resistance to negotiation; and fostering realistic hope and optimism).

Cooperative conflict-resolution skills are concerned with developing and maintaining a cooperative conflict resolution process among the parties involved (such as identifying the type of conflict in which the parties are involved; reframing the issues so that conflict is perceived as a mutual problem to be resolved cooperatively; active listening and responsive communication; distinguishing between effective relationships between parties and positions; encouraging, supporting, and enhancing the parties; being alert to cultural differences and the possibilities of misunderstanding arising from them; and controlling anger).

Group process and decision-making skills are involved in developing a creative and productive process (such as monitoring progress toward group goals; eliciting, clarifying, coordinating, summarizing, and integrating the contributions of the various participants; and maintaining group cohesion).

Tjosvold et al. ( 2014 ) and Johnson et al. ( 2014 ) also elaborate on the skills needed for facilitating open-minded discussions and constructive controversy. They developed four mutually reinforcing strategies for managing conflict constructively:

Developing and expressing one’s own view. Parties need to know what each of the others wants and believes, and expressing one’s own needs, feelings, and ideas is essential to gaining that knowledge. By strengthening expression of their own positions, both parties can learn to investigate their position, present the best case they can for it, defend it vigorously, and try at the same time to refute opposing views. However, expressing one’s own position needs to be supplemented with an open-minded approach to the other’s position.

Questioning and understanding others’ views. Listening and understanding opposing views, as well as defending one’s own views, makes discussing conflicts more challenging but also more rewarding; therefore, the parties can point out weaknesses in each other’s arguments to encourage better development and expression of positions by finding more evidence and strengthening their reasoning.

Integrating and creating solutions. The creation of new alternatives lays the foundation for genuine agreements about a solution that both parties can accept and implement. However, protagonists may have to engage in repeated discussion to reach an agreement, or indeed they may be unable to create a solution that is mutually acceptable, and then they can both learn to become less adamant, to exchange views directly, and to show that they are trying to understand and integrate each other’s ideas so that all may benefit.

Agreeing to and implementing solutions. Parties can learn to seek the best reasoned judgment, instead of focusing on “winning”; to criticize ideas, not people; to listen and understand everyone’s position, even if they do not agree with it; to differentiate positions before trying to integrate them; and to change their minds when logically persuaded to do so.

Conflict Resolution

Conflict resolution processes are aimed at ending a conflict. So, while conflict management can also include escalation, conflict resolution searches for a way of ending the conflict. The difference between resolution and management of conflict is more than semantic (Robbins, 1978 ). Conflict resolution means reduction, elimination, or termination of conflict.

To find a resolution, parties have to bring an extra piece of information, relate the information they have differently, or transform the issue, change the rules, change the actors or the structure, or bring in a third party (Vayrynen, 1991 ). The most popular conflict resolution processes are: negotiation, mediation, conflict coaching, and arbitration (Rahim, 2002 ). Conflict resolution can also be accomplished by ruling by authorities. Integration of the different techniques sequentially or simultaneously has been shown to support optimal conflict resolution (Jones, 2016 ).

Negotiation

Negotiation is a process in which the parties attempt to jointly create an agreement that resolves a conflict between them (Lewicki & Tomlinson, 2014 ). Walton and McKersie ( 1965 ) were the first to identify the two polar yet interdependent strategies known as distributive and integrative negotiation. Distributive negotiation means that activities are instrumental to the attainment of one party’s goals when they are in basic conflict with those of the other party. Integrative negotiation means that parties’ activities are oriented to find common or complementary interests and to solve problems confronting both parties. Other scholars also focused on the opposite tactical requirements of the two strategies, using a variety of terms, such as contending versus cooperating (Pruitt, 1981 ), claiming value versus creating value (Lax & Sebenius, 1987 ), and the difference between positions and interests (Fisher & Ury, 1981 ).

If a distributive strategy is pursued too vigorously, a negotiator may gain a greater share of gains, but of a smaller set of joint gains, or, worse, may generate an outcome in which both parties lose. However, if a negotiator pursues an integrative negotiation in a single-minded manner—being totally cooperative and giving freely accurate and credible information about his/her interests—he or she can be taken advantage of by the other party (Walton & McKersie, 1965 ). The different proposals that have been formulated to cope with these central dilemmas in negotiation are mainly based on a back-and-forth communication process between the parties, which is linked to the negotiators’ interpersonal skills (Brett, Shapiro, & Lytle, 1998 ; Fisher & Ury, 1981 ; Rubin et al., 1994 ).

Mediation is process by which a third party facilitates constructive communication among disputants, including decision making, problem solving and negotiation, in order to reach a mutually acceptable agreement (Bollen, Munduate, & Euwema, 2016 ; Goldman, Cropanzano, Stein, & Benson, 2008 ; Moore, 2014 ). Using mediation in conflict resolution has been proven to prevent the negative consequences of conflict in the workplace (Bollen & Euwema, 2010 ; Bollen et al., 2016 ), in collective bargaining (Martinez-Pecino et al., 2008 ), in inter- and intragroup relations (Jones, 2016 ), and in interpersonal relations (Herrman, 2006 ). However, mediation is not a magic bullet and works better in conflicts that are moderate rather than extreme, when parties are motivated to resolve the conflict, and when parties have equal power, among other characteristics (Kressel, 2014 ).

Conflict Coaching

Conflict coaching is a new and rapidly growing process in the public as well as private sector (Brinkert, 2016 ). In this process, a conflict coach works with a party to accomplish three goals (Jones & Brinkert, 2008 ): (a) analysis and coherent understanding of the conflict, (b) identification of a future preferred direction, and (c) skills development to implement the preferred strategy. Therefore, a conflict coach is defined as a conflict expert who respects the other party’s self-determination and aims to promote the well-being of the parties involved. Giebels and Janssen ( 2005 ) found that, when outside help was called in, parties in conflict experienced fewer negative consequences in terms of individual well-being than people who did not ask for third-party help.

Sometimes, the leader of a team can act as conflict coach. A study by Romer and colleagues ( 2012 ) showed that a workplace leader’s problem-solving approach to conflicts increased employees’ perception of justice and their sense that they had a voice in their workplace, as well as reduced employees’ stress (De Reuver & Van Woerkom, 2010 ; Romer et al., 2012 ). In contrast, the direct expression of power in the form of forcing behavior can harm employees’ well-being (Peterson & Harvey, 2009 ). A forcing leader may become an additional party to the conflict (i.e., employees may turn against their leader; Romer et al, 2012 ).

Conflict coaching and mediation are different processes. First, in conflict coaching, only one party is involved in the process, while in mediation, the mediator helps all the parties in conflict to engage in constructive interaction. Second, conflict coaching focuses on direct skills instructions to the party (i.e., negotiation skills). In that, conflict coaching is also a leadership development tool (Romer et al., 2012 ). There is a growing tendency to integrate conflict coaching and workplace mediation, particularly in preparation for conflict resolution, because the coach can help the coached party to investigate options and weigh the advantages of the different options (Jones, 2016 ).

Arbitration

Arbitration is an institutionalized procedure in which a third party provides a final and binding or voluntary decision (Lewicki, Saunders, & Barry, 2014 ; Mohr & Spekman, 1994 ). Arbitration allows the parties to have control over the process, but not over the outcomes. Therefore, arbitration differs from negotiation, mediation, and conflict coaching, in which the parties decide the agreement themselves (Posthuma & Dworkin, 2000 ; Lewicki et al., 2014 ). In arbitration, the third party listens to the parties and decides the outcome. This procedure is used mainly in conflicts between organizations, in commercial disputes, and in collective labor conflicts (Beechey, 2000 ; Elkouri & Elkouri, 1995 ).

Decision Making by Authorities

The strategies of negotiation, mediation, conflict coaching, and arbitration have in common that the parties together decide about the conflict process, even when they agree to accept an arbitration. This is different from how authorities resolve conflict. Decision making by authorities varies from parents’ intervening in children’s fights to rulings by teachers, police officers, managers, complaint officers, ombudsmen, and judges. Here, often one party complains and the authority acts to intervene and end the conflict. This strategy is good for ending physical violence and misuse of power. However, the authorities’ decisive power is limited, and therefore in most situations authorities are strongly urged to first explore the potential for conflict resolution and reconciliation among the parties involved. The authority can act as an escalator for the process, or as a facilitator, and only in cases of immediate threat can intervene or rule as a last resort. Authorities who employ this strategy can improve the learning skills of the parties and can impose upon the parties an acceptance of responsibility, both for the conflict and for the ways to end it.

It is important to emphasize the natural and positive aspects of conflict management. Conflict occurs in all areas of organizations and private lives and its management is vital for their effectiveness. Through conflict, conventional thinking is challenged, threats and opportunities are identified, and new solutions are forged (Tjosvold et al., 2014 ). Therefore, when conflict occurs, it shouldn’t be avoided but should be managed constructively.

Further Reading

• Coleman, P. , Deutsch, M. , & Marcus, E. (2014). The handbook of conflict resolution . Theory and practice . San Francisco: John Wiley & Sons.
• De Dreu, C.K.W. , Evers, A. , Beersma, B. , Kluwer, E. , & Nauta, A. (2001). A theory—based measure of conflict management strategies in the workplace. Journal of Organizational Behavior , 22 (6), 645–668.
• Elgoibar, P. , Euwema, M. , & Munduate, L. (2016). Trust building and constructive conflict management in industrial relations . Springer International.
• Lewicki, R. J. , McAllister, D. J. , & Bies, R. J. (1998). Trust and distrust: New relationship and realities. Academy of Management Review , 23 , 438–458.
• Pruitt, D. G. & Rubin, J. Z. (1986). Social conflict: Escalation, stalemate, and settlement . New York: McGraw Hill.
• Van de Vliert, E. , Euwema, M.C. , & Huismans, S.E. (1995). Managing conflict with a subordinate or a superior: Effectiveness of conglomerated behavior. Journal of Applied Psychology , 80 (2), 271–281.
• Wall, J. A. , & Callister, R. R. (1995). Conflict and its management. Journal of Management , 21 , 515–558.
• Alper, S. , Tjosvold, D. , & Law, K. S. (2000). Conflict management, efficacy, and performance in organizational teams. Personnel Psychology , 53 , 625–642.
• Amason, A. C. , & Schweiger, D. M. (1994). Resolving the paradox of conflict: Strategic decision making and organizational performance. International Journal of Conflict Management , 5 , 239–253.
• Bacon, N. , & Blyton, P. (2007). Conflict for mutual gains. Journal of Management Studies , 44 (5), 814–834.
• Baillien, E. , Bollen, K. , Euwema, M. , & De Witte, H. (2014). Conflicts and conflict management styles as precursors of workplace bullying: A two-wave longitudinal study. European Journal of Work and Organizational Psychology , 23 (4), 511–524.
• Barbuto, J. E. , Phipps, K. A. , & Xu, Y. (2010). Testing relationships between personality, conflict styles and effectiveness. International Journal of Conflict Management , 21 (4), 434–447.
• Beechey, J. (2000) International commercial arbitration: A process under review and change. Dispute Resolution Journal , 55 (3), 32–36.
• Bijlsma, K. , & Koopman, P. (2003) Introduction: Trust within organizations. Personnel Review , 32 (5), 543–555.
• Blake, R. R. , & Mouton, J. S. (1964). The managerial GRID . Houston: Gulf.
• Blau, E. M. (1964). Exchange and power in social life . New York: Wiley.
• Bollen, K. , Euwema, M. , & Müller, P. (2010). Why Are Subordinates Less Satisfied with Mediation? The Role of Uncertainty. Negotiation Journal , 26 (4), 417–433.
• Bollen, K. , & Euwema, M. (2013). Workplace mediation: An underdeveloped research area. Negotiation Journal , 29 , 329–353.
• Bollen, K. , Munduate, L. , & Euwema, M. (2016). Advancing workplace mediation: Integrating theory and practice . Springer International.
• Brett, J. M. , Shapiro, D. L. , & Lytle, A. L. (1998). Breaking the bonds of reciprocity in negotiations. Academy of Management Journal , 41 (4), 410–424.
• Brinkert, R. (2016). An appreciative approach to conflict: Mediation and conflict coaching. In K. Bollen , M. Euwema , & L. Munduate (Eds.), Advancing workplace mediation: Integrating theory and practice . Springer International.
• Brown, L. D. (1983). Managing Conflict at Organizational Interfaces. Reading, MA: Addison-Wesley.
• Buddhodev, S. A. (2011). Conflict management: making life easier. The IUP Journal of Soft Skills , 5 (4), 31–43.
• Burke, R. J. (1970). Methods of resolving superior-subordinate conflict: The constructive use of subordinate differences and disagreements. Organizational Behavior and Human Performance , 5 , 393–411.
• Carnevale, P. J. , & Pruitt, D. G. (1992). Negotiation and mediation. Annual Review of Psychology , 43 , 531–582.
• Coleman, P. , Deutsch, M. , & Marcus, E. (2014). The handbook of conflict resolution. Theory and practice . San Francisco: John Wiley & Sons.
• De Dreu, C. K. (2005). Conflict and conflict management. Wiley Encyclopedia of Management , 11 , 1–4.
• De Dreu, C. K. , & Gelfand, M. J. (2008). Conflict in the workplace: Sources, functions, and dynamics across multiple levels of analysis . New York: Lawrence Erlbaum Associates
• De Dreu, C. K. W. , Evers, A. , Beersma, B. , Kluwer, E. , & Nauta, A. (2001). A theory-based measure of conflict management strategies in the workplace. Journal of Organizational Behavior , 22 (6), 645–668.
• De Dreu, C. K. W. , & Weingart, L. R. (2003). Task versus relationship conflict, team performance, and team member satisfaction: A meta-analysis. Journal of Applied Psychology , 88 (4), 741–749.
• De Reuver, R. , & Van Woerkom, M. (2010). Can conflict management be an antidote to subordinate absenteeism? Journal of Managerial Psychology , 25 (5), 479–494.
• De Wit, F. R. , Greer, L. L. , & Jehn, K. A. (2012). The paradox of intragroup conflict: A meta-analysis. Journal of Applied Psychology , 97 (2), 360–390.
• Deutsch, M. (1949). A theory of cooperation and competition. Human Relations , 2 , 129–151.
• Deutsch, M. (1973). The resolution of conflict . New Haven, CT: Yale University Press.
• Deutsch, M. (1983). Conflict resolution: Theory and practice. Political Psychology , 4 , 43–453.
• Deutsch, M. (2002). Social psychology’s contributions to the study of conflict resolution. Negotiation Journal , 18 (4), 307–320.
• Deutsch, M. (2006). Cooperation and competition. In M. Deutsch , P. Coleman , & E. Marcus (Eds.), The handbook of conflict resolution . San Francisco: John Wiley & Sons.
• Deutsch, M. (2014), Cooperation, competition and conflict. In P. Coleman , M. Deutsch , & E. Marcus (Eds.), The handbook of conflict resolution: Theory and Practice . San Francisco: Jossey Bass.
• Deutsch, M. , & Marcus, E. (Eds.). (2014). The handbook of conflict resolution: Theory and practice (3d ed., pp. 817–848). San Francisco: Jossey-Bass.
• Elgoibar, P. (2013). Worker representatives' conflict behavior in Europe with a focus on Spain (PhD diss., University of Leuven, Belgium, and University of Seville, Spain).
• Elkouri, F. , & Elkouri, E. A. (1995). How arbitration works . ABA: Section of labour and employment law.
• Euwema, M. , & Giebels, E. (2017). Conflictmanagement en mediation . Noordhoff Uitgevers.
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COVID-19 Pandemic and Conflict Theory Essay

The COVID-19 pandemic has brought many challenges to the whole world. However, it is impossible to deny that people’s health and the medical industry have suffered the most. That is why various politicians, experts, and other officials address this issue and emphasize the virus’s harm. The work by Kendi (2020) also comments on how the pandemic has adversely influenced the American population’s health. Thus, the given paper will summarize this article and explain the connection between this writing piece and conflict theory.

In the beginning, it is reasonable to explain the content of the article. Kendi (2020) starts by expressing his worries regarding the fact that his partner, Sadiqa, works in the emergency department. However, one cannot say that it only is a personal story because the author then focuses on how the virus affects the whole nation. In addressing this issue, Kendi (2020) relies on statistical data and identifies that COVID-19 influences the population unevenly. It refers to the fact that black Americans, Latinos, and Asians are more subject to the disease compared to the white population. For example, the author admits that black Americans only comprise a small population part in Michigan and Washtenaw County, but it does not prevent them from representing more than 40% of coronavirus cases (Kendi, 2020, para. 9). It indicates that some racial disparities have been revealed against the background of coronavirus.

The racial groups above are not the only individuals who experience negative consequences. The homeless and the incarcerated also suffer from coronavirus because such individuals live in those conditions that promote the spread of disease. However, one should note that African Americans represent approximately 40% of the homeless population (Kendi, 2020, para. 23). Simultaneously, the author admits that white people are more subject to COVID-19 in nursing homes and assisted-living facilities. The author concludes that the data may demonstrate that different races are more vulnerable to the pandemic, but further research is necessary to check whether this statement is correct and unbiased.

Conflict theory is a suitable paradigm to explain interactions within society. This phenomenon implies that the world has limited resources and that it is people’s task to compete for them. According to this theory, a community consists of social classes that determine what opportunities individuals have in approaching and utilizing various resources, including food, education, employment, and others. The difference between these classes results in the fact that all people do not have equal opportunities in society. Since different institutions also have competition as their inherent quality, they contribute to social inequality. The given state of affairs leads to the fact that some individuals and groups are in a worse position in society.

According to the information above, it is possible to mention a special connection between conflict theory and the content of Kendi’s (2020) article. The writing piece demonstrates that various population groups have different outcomes in dealing with the pandemic. This situation can be explained by the fact that they do not have equal possibilities and opportunities in society. For example, when it comes to the homeless and the incarcerated, there is no doubt that these individuals do not have sufficient resources and opportunities to manage the pandemic’s disadvantages. Furthermore, the given theory also explains why nursing home residents suffer from the virus. It refers to the fact that these individuals have a disadvantaged position in society because they cannot take care of themselves.

The paradigm under analysis can also be used to explain why some minority groups are more vulnerable to the disease. Since no one can state that various races imply some genetic peculiarities that are more subject to being infected by the virus, there must be a different explanation. It relates to the fact that black Americans, Latinos, and Asians are typically disadvantaged in the United States. For example, Kendi (2020) reports that “Asians are the poorest immigrant group in New York City” (para. 19). It denotes that these individuals will inevitably experience worse access to limited resources. Against the background of the COVID-19 pandemic, this state of affairs indicates that the disease will affect some population groups more severely than others. Thus, conflict theory is used in the article to demonstrate that access to financial, social, and other resources determines how successfully various population groups will respond to a challenge.

In conclusion, sufficient data prove that the COVID-19 pandemic has negatively affected the whole world, and the United States is not an exception. However, it is worth mentioning that there are some inequalities regarding how the virus has impacted various American populations. It relates to the fact that minorities and socially vulnerable individuals are more subject to be infected. Conflict theory is suitable to explain why it is so. This paradigm stipulates that a community consists of many social classes that compete for limited resources. Belonging to a particular class or group determines how successfully an individual can overcome the existing challenges. Regarding the coronavirus crisis, black Americans, Latinos, Asians, the homeless, the incarcerated, and nursing home residents do not have sufficient resources to withstand the virus.

Kendi, I. X. (2020). What the racial data show. The pandemic seems to be hitting people of color the hardest. The Atlantic. Web.

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Bibliography

IvyPanda . "COVID-19 Pandemic and Conflict Theory." September 8, 2022. https://ivypanda.com/essays/covid-19-pandemic-and-conflict-theory/.

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