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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 ; what it produced consensus for was the "base," the economic relations of production.

With conflict theory, 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. 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-20th 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.

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In This Article Expand or collapse the "in this article" section Conflict Theory

Introduction, history and overviews.

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Classics of the Conflict Theory Tradition
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Contemporary Works of the Conflict Theory Paradigm
Multiparadigmatic Conflict Theory
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Economic and Organizational Conflict
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Conflict Theory by Jörg Rössel LAST REVIEWED: 29 October 2013 LAST MODIFIED: 29 October 2013 DOI: 10.1093/obo/9780199756384-0035

Conflict theory is a rather fuzzy theoretical paradigm in sociological thinking. The term conflict theory crystallized in the 1950s as sociologists like Lewis Coser and Ralf Dahrendorf criticized the then dominant structural functionalism in sociology for overly emphasizing the consensual, conflict-free nature of societies (see Classics of the Conflict Theory Paradigm ). Therefore, they put forward conflict theory as an independent paradigm of sociological theory with a distinct focus on phenomena of power, interests, coercion, and conflict. Basically, conflict theory assumes that societies exhibit structural power divisions and resource inequalities leading to conflicting interests. However, the emergence of manifest conflicts is a rather rare phenomenon, since it depends on the mobilization of power resources by social actors and on their social organization. Therefore, conflict theory assumes that societies and other forms of social organization usually exhibit rather stable structures of dominance and coercion, punctuated only infrequently by manifest conflicts. However, apart from some authors like Randall Collins (see Contemporary Works of the Conflict Theory Paradigm ), only few contemporary sociologists use the label conflict theory to identify their paradigmatic stance. Thus, conflict theory has not become an established paradigm in social theory (see History and Overviews ). However, apart from the notion of conflict theory as independent theoretical paradigm, the term is often used in at least three other important meanings: firstly, to summarize the theoretical tradition in sociological theory, which deals with conflict, power, domination and social change, exemplified by authors like Karl Marx, Max Weber (b. 1864–d. 1920), and Georg Simmel (b. 1858–d. 1918) (see Classics of the Conflict Theory Tradition ). Secondly, it is applied to denote the analysis and explanation of social conflicts in different sociological paradigms and in other behavioral sciences (see Multiparadigmatic Conflict Theory and Perspectives from Other Disciplines ). Finally, the label conflict theory is often applied to substantive research on power structures, domination, conflict, and change (see Fields of Conflict ). Conflict theory as a paradigm had a kind of catalytic function in the social sciences. It was able to show that the sociological classics also had a focus on phenomena of power and conflict (see Classics of the Conflict Theory Tradition ), it inspired other theoretical paradigms to broaden their focus to include hitherto neglected issues (see Multiparadigmatic Conflict Theory ), and it contributed to the emergence of conflict-oriented research in several fields of sociology (see Fields of Conflict ). In contemporary sociological discussions, therefore, conflict theory is less important as an independent sociological paradigm than in the various forms of conflict theorizing it has inspired.

Since conflict theory is not a fully established, independent sociological paradigm, the number of introductory texts and reflections on the history of conflict theoretical thinking is rather limited. Bartos and Wehr 2002 provide a general and comprehensive introduction to the explanation of social conflict. Binns 1977 is a thorough overview of neo-Weberian and Marxist conflict theory. Bonacker 2008 gives an excellent insight into multiparadigmatic conflict theory, covering most theoretical approaches to social conflicts in contemporary social science. Collins 1994 deals exhaustively with the conflict theory tradition, especially Marx and Weber, whereas Collins 1990 creates a link between the conflict theoretical paradigm and contemporary work in comparative historical sociology. Demmers 2012 introduces the most important general theories of violent conflict. The chapter in Joas and Knöbl 2011 is an excellent overview of classic work in the conflict theory paradigm in the 1950s and discusses reasons for the demise of conflict theory as an independent sociological paradigm. Finally, Turner 2003 briefly discusses the conflict theoretical tradition and the classical conflict theory paradigm and focuses especially on contemporary neo-Weberian, neo-Marxist, and feminist conflict theory.

Bartos, Otomar J., and Paul Wehr. 2002. Using conflict theory . Cambridge, UK: Cambridge Univ. Press.

DOI: 10.1017/CBO9780511613692

This is a comprehensive approach to the explanation of social conflict. It has an introductory character and links different theoretical perspectives with empirical examples.

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

This is a historical reflection of the conflict theoretical tradition, focusing especially on the Weberian and neo-Weberian tradition in its relationship to Marxism.

Bonacker, Thorsten, ed. 2008. Sozialwissenschaftliche Konflikttheorien: Eine Einführung . Wiesbaden: Verlag für Sozialwissenschaften.

This volume covers a broad range of social scientific theories dealing with the phenomenon of social conflict. All contributions have a systematic structure and introduce complex theories in a very comprehensible way.

Collins, Randall. 1994. The conflict tradition. In Four sociological traditions . By Randall Collins. New York: Oxford Univ. Press.

This monograph introduces the history of sociological theory by focusing on four major strands of theory building: the conflict, the rational/utilitarian, the Durkheimian or normative, and the micro-interactionist tradition. Because of the author’s readable style and the annotated list of references, the book’s first chapter is a very good introduction to the conflict theoretical tradition.

Collins, Randall. 1990. Conflict theory and the advance of macro-historical sociology. In Frontiers of social theory . Edited by George Ritzer, 68–87. New York: Columbia Univ. Press.

This chapter discusses the contemporary situation of conflict theoretical thinking and links the classical conflict theory paradigm to contemporary work in comparative historical sociology, especially the work in Mann 1986–2013 (see Contemporary Works in the Conflict Theory Paradigm ). It thereby illustrates Collins’s rather encompassing notion of the term conflict theory.

Demmers, Jolle. 2012. Theories of violent conflict: An introduction . Abingdon, UK: Routledge.

This is a book with an introductory character. It explains the most important theories of violent conflict of social psychology, sociology, and political science.

Joas, Hans, and Wolfgang Knöbl. 2011. Conflict sociology and conflict theory. In Social Theory: Twenty introductory lectures . By Hans Joas and Wolfgang Knöbl, 174–198. Cambridge, UK: Cambridge Univ. Press.

This book gives an exhaustive and readable overview of contemporary sociological theorizing. It was originally published in German (Sozialtheorie) in 2004. The chapter not only introduces the main authors and discussions of the classical conflict theory paradigm of the 1950s and 1960s, but it also depicts the failure of conflict theory to establish itself fully as an independent sociological paradigm.

Turner, Jonathan H. 2003. The structure of sociological theory . Belmont, CA: Wadsworth.

The four sub-chapters about conflict theorizing offer a very dense and systematic account of classical and contemporary conflict theory, especially in its neo-Weberian, neo-Marxian, and feminist variety. Turner presents the theories in a very analytic way, summarizing each of them by providing tables of major, empirically testable propositions.

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Karl Marx and Conflict Theory: An Introduction

Karl marx and conflict theory.

Conflict theory in sociology is the creation of Karl Marx. Indeed, Marxism and conflict theory are sometimes discussed as though the two were synonymous. There can also be no better example than Marxism of the close connection between a theorist’s ideas and the events of the “real world”; for it is in the name of Marx’s ideas that revolutionaries around the world attack existing forms of society and that organized Communist parties have ruled a large part of mankind.

Karl Marx was born in 1818 in Trier, Germany. His parents were Jews who had converted to Protestantism to avoid discrimination and loss of civil rights, and in particular, to protect his father’s law practice. Marx also began to study law. However, at the University of Berlin he became fascinated by the philosophy of Hegel, who interpreted the whole of history as the process by which “Spirit” (and consequently humanity) progressed toward complete self-knowledge and a “rational” and “free” society. Marx became a Young Hegelian, one of a group of young philosophers who questioned many parts of the master’s teachings while remaining beholden to his approach. Indeed, in later years, Marx came to see his own writing as upending Hegel’s, replacing Hegel’s emphasis on mind as the crucial determinant of history with his own “materialist” philosophy, which demonstrated that material factors determined events. He also became an antireligious radical, and after completing his thesis he worked as a writer and publicist in Paris and Belgium. During this period he wrote The Communist Manifesto, which sets out a program for a revolutionary government and outlines his theory of social structures and social change. When the revolution of 1848 broke out in Germany, he returned to edit a radical newspaper.

After the revolution failed, he went into exile again and settled in London, his home for the rest of his life. During much of this period, Marx and his family were extremely poor; help from his friend Friedrich Engels, a socialist textile manufacturer, was vital. Nonetheless, his theories became increasingly well-known and influential, especially outside England. He was consulted more and more frequently by Russian and German radicals and revolutionaries, and since his death, Communist parties have developed all over the world. Their dogma consists of the analyses of Marx and of Lenin, who led the first successful Communist revolution.

Marxist sociologists form a school whose analyses take place within the framework Marx created. In this sense, therefore, Marxism is an entirely contemporary theory. The basic elements of conflict theory are all apparent in Marx’s work. He believed, first of all, that people have an essential nature and predefined interests. Indeed, Marxists generally argue that if people do not behave in accordance with these interests it can only mean that they have been deceived about what their “true interests” are by a social system that works in others’ favor. Second, Marx analyzed both historical and contemporary society in terms of conflicts between different social groups with different interests. Finally, he emphasized the link between the nature of ideas or “ideologies” and the interests of those who develop them, and he insisted that the ideas of an age reflect the interests of the “ruling class.”

Marx emphasized the primacy of technology and of patterns of property ownership in determining the nature of people’s lives and course of social conflict. Whereas Marxist and, to a lesser degree, other “critical” conflict theorists retain this emphasis, other analysts from Weber on have seen it as an important, but only partial, explanation. Marx’s work is also distinguished by its claim to predict the future and its belief in the possibility of a perfect, conflict-free, communist society. Such beliefs are accepted partly or in full by the more “critical” theorists, while being rejected by the analytic conflict theorists who draw on Weber. The divide between the two approaches thus derives from the central differences between Marx and Weber themselves.

The Psychology of Conflict Theory: A Comprehensive Guide

Orbon Alija/E+/Getty Images

Introduction to Conflict Theory

Historical development and key thinkers of conflict theory, core concepts of conflict theory, conflict theory vs. other sociological theories, applications of conflict theory, criticisms and limitations of conflict theory, the relevance of conflict theory today.

If you've ever felt like you can't get ahead in life because there is only so much success to go around, then you've experienced conflict theory in motion. "Conflict theory is the belief that people and systems are naturally in conflict and competition with each other for limited resources," explains Dr. Patrice Le Goy . She adds that "conflict theory also suggests that people with power will do what they can do keep that power."

German philosopher Karl Marx is considered the father of this theory, but others have expanded on it. We'll discuss what conflict theory is in depth, how the idea has developed and changed over time, how it relates to other sociological theories, and whether or not it's still relevant to life today.

Even though the term might sound a little complex, conflict theory is a straightforward idea and it can be used to explain numerous elements of our lives, such as social classes and wealth inequality. Le Goy says that "people often think of this theory in terms of why war and other major conflicts take place, but we can also think about it in our everyday lives."

Conflict theory is based on a few principles: That we have a limited amount of resources in our world, that humans operate out of self-interest , and that conflict can't be avoided within and between social groups. It's considered the opposite of an idea called functionalism , which claims that society will naturally work together for the greater good and every individual serves a function towards that.

This theory is taught in sociology courses, and its principles since Marx presented them have been broadened over the years to include explanations for war and racial inequality.

First introduced by Karl Marx, conflict theory has been used to explain other social phenomenon over time. Macchiavelli and Thomas Hobbes presented theories that were later refined by Marx. He used conflict theory to explain how the working class acts as producers of goods for the upper class. After that, sociologist Max Weber rounded out the theory by adding politics, race, gender, and education to it. Weber posited that inequality worsened conflict, and forced people to be competitive while not giving them fair chances due to lack of mobility.

Ida B. Wells looked at conflict theory though a lens of race and feminism, using it to explain the increased rate of lynching between the 1800s to 1900s while Black people experienced more social mobility, as well as how white women excluded Black women from the suffragist movement as they fought for the right to vote.

W.E.B. DuBois also used conflict theory to explain racism in the late 1800s. He conducted in person research with Black families in Philadelphia and wrote about them in The Atlantic, with a focus on the challenges of Black people in the United States.

In the 1950s, sociologist C. Wright Mills examine conflict theory through the lens of large organizations in power. He suggested that an elite class was formed by the government, military, and corporations.

Conflict theory was presented in modern times by presidential candidate Bernie Sanders. He said that the campaign donations that both Republicans and Democrats accepted from banks and other large corporations made them biased towards those organizations and put individuals under their influence. Sanders represented himself as of the people, versus a member of the upper class who sided with corporations.

Conflict theory centers around a few basic concepts.

Competition

The idea that we all have to compete is central to conflict theory. We see this play out, according to Le Goy, in ways such as "people competing for a limited number of jobs that pay well and have good benefits, or for a limited supply of affordable housing in a desirable area."

In this competition, who performs a function best does not innately lead them to achieve success. She notes that "these issues arise from there not being enough of these necessities to accommodate everyone in society and we know that decisions about who gets what are not always need or merit-based."

Conflict theory involves a group in power that has the desire to stay there. Wealth and power are tied together, with wealthy people typically being seen as the people in charge. This makes sense in terms of government, corporations, and individuals who hold a disproportionate amount of wealth compared to the rest of the population.

Conflict theory involves the idea that the upper class uses the goods and services that the working class provides, and that the working class has to stay in their own social stratosphere in order to keep the system going. This theory works against the idea of upward mobility.

Lack of Resources

The notion that there is only so much to go around is why we must compete for power. Limited resources are key to conflict theory. This may seem silly because the world is so big, but if you think about how we concentrate ourselves in it, it makes more sense. We live in cities that are dense in population, and in the densest ones, you may experience intense competition just to find a new home to live in or a new school to send your child to.

Marginalization

Conflict theory involves some people being marginalized due to the imbalance in power. Explains Le Goy, "we see conflict theory in today’s society when we see rights being taken away from marginalized groups. In this case, you are seeing how power is being held on to very tightly and people are not able to have basic rights, in some situations." When some people hold more power than others, those without power are bound to become marginalized.

While functionalism also explains why society is the way it is, it does so in the opposite way of conflict theory. It instead focuses on how we all want to work for the greater good . Consensus theory also explains why society functions as it does, but it instead says that our social order is based on our values and our norms. An additional sociological theory is symbolic interactionism, which focuses more on individuals and how they act based on the meanings they give to various elements of life.

Conflict theory differs from most other sociological theories in being centered around conflict. As such, its seen as more of a "glass half empty" approach to humanity than a "glass half full" one.

Conflict theory can be applied to many different facets of life in our society.

In Politics

We see conflict theory in politics through those who lead our country often coming from upper class, wealthy backgrounds. People in charge make rules and laws for those with less money, and have the power to lower the quality of life of the masses.

When the government decides to go to war, that can also be an example of conflict theory: A group in charge is choosing where our national resources go, and how they are used, while also asking those from economically disadvantaged backgrounds to do the actual fighting.

In Education

Conflict theorists see our educational system as keeping people in their economic classes without enabling mobility to occur. This manifests as schools in lower income neighborhoods having smaller budgets and fewer resources, and as wealthy people sending their children to expensive private schools where they can attain higher quality educations. Schools in economically advantaged neighborhoods typically have higher graduation rates and more students who move on to a four years college than those in lower income areas.

Economics are a major part of conflict theory because the idea behind it is that the working class are stuck in their positions creating goods and performing services while the wealthy will do whatever they have to in order to stay in power. This creates inequality and marginalization, and without upward mobility, those problems will continue over time.

Le Goy notes that "this idea helps us better understand the reasons why people may behave in a way that seems to be self-centered and uncaring about larger society. When in fact, they are just trying to hold on to what they perceive to be their basic needs ."

As with any theory, conflict theory has its limitations and criticisms. Some people don't believe in it at all, while others take some of its notions as true but don't like the way it frames humanity. "a major limitation of conflict theory is that it presumes innate selfish human behavior that does not take into account situational circumstances that may lead to this behavior (competing for very limited resources)," says Le Goy.

There is also a lack of research surrounding conflict theory. It doesn't have any specific studies that show that humans are inherently competitive, or that every wealthy person is insistent on staying that way. It sees people in a negative light, and discounts the very many people who do not center their lives around competition and power.

Lastly, conflict theory can be considered an oversimplification of society's struggles. It doesn't take into account that power struggles still arise within classes, and it doesn't give any credence to the ways that people work towards conflict resolution and mobility.

Conflict theory is relevant to life today if you're seeking an explanation for problems that exist in society. That said, as a sociological theory it presents humanity through a negative lens, and it isn't particularly popular with most people in modern times. It may be useful for explaining some ways that people behave, but it can't be used as an excuse for behavior. It's an interesting idea, and by learning more about it, we can gain a better understanding of how people throughout the years have viewed the struggles in our society.

Hamon, Raeann R. "Conflict Theory." Encyclopedia of Family Studies (2016): 1-5.

Conflict theory - new world encyclopedia.

Bois WEBD. Strivings of the negro people. The Atlantic.

By Ariane Resnick, CNC Ariane Resnick, CNC is a mental health writer, certified nutritionist, and wellness author who advocates for accessibility and inclusivity.

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Conflict analysis and resolution as a field: core concepts and issues.

Louis Kriesberg Louis Kriesberg Maxwell School of Citizenship and Public Affairs, Syracuse University
and Joyce Neu Joyce Neu Facilitating Peace
https://doi.org/10.1093/acrefore/9780190846626.013.512
Published online: 20 November 2018

Core concepts of the interdisciplinary social science field of conflict analysis and resolution (CAR) are discussed. Work in the field is based on numerous generally accepted ideas about the nature of conflict and constructive approaches to conflict. These ideas include ways of waging conflicts constructively, tracing the interconnectedness of conflicts, and assessing the multiplicity of actors. Other important core concepts relate to stages of conflicts: emergence, escalation, de-escalation and settlement, and sustaining peace. Finally, current and future issues regarding CAR conceptualizations and their applications are examined.

conflict management
constructive conflicts
de-escalation
future work
interaction
interconnected conflict
nonviolent struggle
normative concerns
stages of conflict

Introduction *

This article addresses core concepts of the interdisciplinary social science field of conflict analysis and resolution (CAR), primarily in terms of ideas, as expressed in the literature, about the ways in which conflicts can be done constructively. In focusing on the ideas that constitute the field, it looks at relevant theory and research, treating CAR as an interdisciplinary social science field, particularly as it relates to international relations. Additionally, it considers some relatively prescriptive writing when it derives from a degree of empirical evidence. Significantly, peace studies is one of the sources for the field, and it now overlaps with and contributes to the field (Kriesberg, 1991 ). Peace studies work helps to foster normative concerns about the goals sought in waging conflicts and the strategies for reaching them.

The contemporary CAR approach builds on academic research and theorizing, as well as on traditional and innovative practices. Scholars of the approach share a number of generally accepted ideas about the nature of conflicts and constructive approaches to resolving them. These ideas provide the foundation for analyzing conflicts, finding ways of waging conflicts constructively, tracing the interconnectedness of conflicts, and assessing the multiplicity of actors. The CAR approach tends to rely minimally, if at all, on the use of violence in waging and settling conflicts. It also tends to emphasize the role of external intermediaries in the ending of conflicts and in conflict processes that generate solutions yielding some mutual gains for the opposing sides. Another important foundational concept is stages of conflicts: emergence, escalation, de-escalation and settlement, and sustaining peace.

As CAR evolves, workers in the field debate the salience of various ideas and even the meaning of basic concepts in the field. This engagement has led to increased contributions to the CAR literature by scholar-practitioners. These contributions offer a view based on experiencing the realities of various conflicts. This section discusses these ideas and realities, noting some contemporary variations in their interpretation (Bercovitch, Kremenyuk, & Zartman, 2009 ; Coleman, Deutsch, & Marcus, 2014 ; Sandole, Byrne, Sandole-Staroste, & Senehi, 2009 ; see also the companion article by Neu and Kriesberg, “Conflict Analysis and Resolution: Development of the Field of Scholarship (forthcoming),” in this encyclopedia.)

This article has three main sections. The first, “ Constructive Approaches to Conflict ,” explores the generally accepted ideas about the nature of conflict and about constructive approaches to conflict and how they play out in the scholarship on analyzing conflicts, finding ways of waging conflicts constructively, tracing the interconnectedness of conflicts, and assessing the multiplicity of actors. The second, “Conflict Stages,” addresses stages of conflicts: emergence, escalation, de-escalation and settlement, and sustaining peace. The third, “Current and Future Issues,” discusses concepts that are likely to become more controversial as the social-political context becomes less supportive of the CAR approach.

Constructive Approaches to Conflict

There is general consensus within the conflict analysis and resolution (CAR) community on some core ideas about social conflicts. First, social conflicts are universal and potentially beneficial, providing opportunities to achieve desired change. Second, social conflicts are waged with different degrees of destructiveness, and the parties in conflict determine how constructively or destructively they will conduct the conflict. Third, social conflicts entail contested social constructions; each party has its own view of what the fighting is about and who its opponents are. Fourth, social conflicts can be transformed; no matter how entrenched the conflict, outside actors or the parties themselves can take positive steps to move toward peaceful transformation. Fifth, social conflicts are dynamic and tend to move through stages; these stages reflect the constantly changing nature of the conflict and therefore may not always be linear (Kriesberg & Dayton, 2017 ).

Social constructions . Each party interprets its own and its adversaries’ identities, as well as which issues are at stake, from its own vantage point. Differences between parties’ interpretations, therefore, often are contentious.

Heterogeneity of adversaries . Within each party, there are different interests and goals—notably, among and between its leaders and their constituencies others. As relationships within the party change, a shift in the direction of the conflict may be feasible.

Variety of inducements in waging conflict . These include coercive sanctions to force change, positive inducements to reward constructive change, and the use of persuasion to appeal to the other’s best interests and values.

Interconnectedness . Conflicts are interrelated and overlap in time and social space. A conflict is not a closed system and so may be amenable to the intervention of external intermediaries who can help transform the conflict.

Consideration of others . Establishing long-term legitimate relations among adversaries by considering the opponents’ concerns and interests as well as the long-term interests of their own people may be the most difficult challenge for everyone, but it often brings mutual benefits (Kriesberg, 2015 ).

Mediation . Third-party intervention to assist de-escalation and negotiations among adversaries can help to transform and settle conflicts.

Dynamism . Conflicts move through stages during which parties can act with greater or lesser constructiveness to advance positive conflict transformation.

Analyzing Conflicts

There is long-standing general agreement that the initial step in engaging in or studying a conflict is to analyze it (Schirch, 2013 ; U.S. Department of State, 2008 ; Wehr 1979 ). This includes identifying the parties in the conflict and the issues in contention, as the parties perceive them. In any large-scale conflict, each party is highly differentiated, and there will be some variation among different groups within each entity, even regarding what is in contention. Moreover, many other parties have an indirect interest in the conflict and are affected by its course, and they therefore may become directly engaged in the conflict or withdraw from engagement in the future. Thus, the parties and intermediaries in a conflict are likely to be affected by both the possible and the actual interventions of external actors. All parties ought to reflectively analyze a conflict before acting in it.

The perspectives of the analysts influence their analyses. Generally, people who are engaged in a conflict, whether as partisans or as interveners, tend to focus on the explicit positions of the parties in the conflict and how they are acting in the conflict. Those who are less directly engaged tend to place more emphasis on the structure of the relationship among the adversaries and the social context of the conflict. The former kinds of analyses tend to emphasize factors that are amenable to change in the short term; the latter kinds of analyses tend to emphasize structural factors that are less malleable in the short term.

The methods of engagement that people employ influence their analyses. Those who rely heavily on military methods often tend to see conflict as framed by military force; whereas CAR practitioners, who engage in training, workshops, and dialogue work, may emphasize the role of opposing narratives and misunderstandings when analyzing conflicts. Theoretical and ideological inclinations also influence analyses. Greater recognition of these different circumstances may help foster more comprehensive analyses and better synthesizing and sequencing of strategies.

Asymmetry between adversaries in a conflict greatly affects the course the conflict and how it is waged and ended. Members of the CAR field stress the multidimensional character of asymmetry and its fluidity, since they vary with different issues (Mitchell, 1995 ). Reducing certain asymmetries, then, is not necessarily conducive to transforming a conflict and settling it constructively. That depends in good measure on the direction in which a particular asymmetry is reduced. Thus, if one side has greater solidarity and cohesion than the other, asymmetry that is reduced by increasing the other side’s ability to effectively change policies would be conducive to mutual conflict transformation. By the same token, if one side has greater commitment to the issue in contention, asymmetry that is reduced by that side softening its unyielding position would be conducive to bringing about a mutually acceptable conflict transformation.

The changing character of power differences and other kinds of asymmetry are crucial in choosing the appropriate interventions. For example, if equitable accommodations are sought, certain kinds of mediation may not be advisable when the asymmetry in resources between the adversaries is very great.

Recognizing the complexity of this kind of conflict analysis, CAR scholars have produced a broad array of frameworks for conflict analysis (Fund for Peace, 2014 ; Goodhand, Vaux, & Walker, 2002 ; Mason & Rychard, 2005 ; Samarasinghe, Donaldson, & McGinn, 2001 ; U.S. Department of State, 2008 ), together with more in-depth examinations of conflict analyses (Levinger, 2013 ; Schirch, 2013 ).

Methods of Waging Conflicts

A cardinal tenet of CAR is that social conflicts are inevitable and often necessary to improve peoples’ rights. The critical matter in this regard is the way the conflict is conducted and the methods each adversary applies. Conflicts are commonly defined as struggles in which each side tries to hurt the other to advance toward its goals. A basic CAR insight, however, is that efforts to achieve a contested goal are not only coercive, involving only negative sanctions (Boulding, 1989 ; Kriesberg, & Dayton, 2017 ). Positive sanctions can be a second powerful kind of inducement to obtain desired goals. A third kind of inducement is to use persuasive appeals and arguments, relying on shared values and identities. These three kinds of inducements are combined in many ways to constitute a particular strategy at a given time.

Interestingly, this idea has been articulated by leading public figures who are not identified as practitioners in the CAR field. Joseph S. Nye ( 2004 ), for example, has influentially written about the importance of “soft power” in world politics, referring to the many noncoercive inducements that the United States can and does effectively deploy in foreign affairs. Armitage and Nye ( 2007 ) further elaborated on combining “soft power” and “hard power,” particularly military power, which would constitute “smart power.” Hillary Clinton, at her January 2009 confirmation hearings for secretary of state, spoke clearly about the importance of using smart power and not relying solely on military power.

As the field has expanded to address how adversaries may be brought to the negotiating table, more thought has been given to noncoercive inducements and also to applying coercive force that tends to avoid destructive escalation. One strategic method that has been increasingly examined and employed is nonviolent action (Chenoweth & Stephan, 2011 ; Schock, 2005 ; Sharp, 2005 ). Imposing nonviolent sanctions can avoid dehumanizing the enemy and holds out the promise of future mutual benefits.

Interconnectedness of Conflicts

One important reason for conflict fluidity is that each conflict is interconnected with many others (Dahrendorf, 1959 ). Many conflicts are nested in larger conflicts and also encompass smaller ones. Conflicts are generally also linked sequentially, each arising from a previous one. And each party in a large-scale conflict experiences numerous internal conflicts that arise among different factions, ranks, and identity groups (Colaresi, 2005 ). Furthermore, each party is simultaneously engaged in numerous conflicts with a variety of adversaries.

As the salience of one conflict increases, it tends to reduce the salience of the other conflicts. Enemy number one may slip to being enemy number two, making de-escalation in that secondary conflict easier and likelier. Partisans and intermediaries may choose strategies that are intended to alter the salience of a conflict and speed its peaceful resolution.

Multiplicity of Actors

Workers in the CAR field are sensitive to the reality that conflicts are rarely between two homogeneous, unitary entities. Rather, many parties are involved directly or indirectly in every conflict (Crocker, Hampson, & Aall, 1999 ; Touval & Zartman, 2001 ). Even when there appear to be only two sides, in actuality, each side has some characteristics of a coalition. Divisions among the members of each party in a conflict, particularly among leaders and other groups, significantly affect the course of a conflict. External conflict can strengthen internal solidarity, but not always and not forever (Wilkenfeld, 1973 ).

As a conflict de-escalates and moves toward resolution, some factions or allied groups may resist the movement or even reject a signed agreement. They are spoilers, unsatisfied with the terms of the accommodation with the adversary or with their portion in that accommodation (Goren & Elman, 2012 ; Stedman, Rothchild, & Cousens, 2002 ). The parties making the agreement then may try to placate and co-opt the rejectionists or to isolate, marginalize, and overwhelm them. If the parties have not dealt with their spoilers by the time the peace talks begin, then it falls to the third party to decide the best course of action for the talks—either talking to the spoilers or sidelining them. In varying degrees, spoilers are a widespread phenomenon. Attention to them is often critical in undertaking de-escalation and in constructing and sustaining an equitable accommodation.

Actors who are not directly engaged in a conflict can also affect its course (Ury, 2000 ). They are potential or actual intermediaries, allies, and antagonists. The actions of those who are directly engaged in a conflict are affected by concerns about the potential interventions of external actors. In the CAR field, the possible effects of a mediator in facilitating and hastening a negotiated end to a conflict is a major topic of study.

The demand for official Track I mediation to resolve armed conflict has increased and with it, the number of organizations and individuals interested in meeting this demand. There are multiple mediators in peace processes, who may have different skill levels, understandings of the conflict and parties, and conflicting interests. This may allow the parties to play one mediator off the other to the detriment of the process. One idea to minimize competition between potential mediating organizations was suggested by the African Union: to have the most local of the intergovernmental organizations take the lead mediation role (de Coning, 2015 ; Nathan, 2016b ). But considering the meager organizational resources of many regional and subregional organizations, this is not a plausible solution. Nathan ( 2016b ) has suggested that partnerships at the decision-making level of intergovernmental organizations would be more powerful in securing cooperation and coordination in peace processes. Recognizing the problem of multiple mediators, the United Nations issued guidelines emphasizing the critical need for “coherence, coordination and complementarity of mediation efforts” (United Nations, 2012 ).

Other international actors take part in peace processes as “friends of” the mediation or as interested states. They may not be directly involved in the talks, but they can have a positive influence if they support the goals of the peace process (Whitfield, 2010 ). Finally, representatives of civil society, women, and youth from the conflict areas will be present as participants in the talks, observers, or advisers to the parties or the mediation team or both.

Conflict Stages

A central tenet of the CAR approach is that conflicts are not immutable and that even highly intractable conflicts decline in intractability as policies and circumstances change. This happens as conditions change within the adversaries, in their relationships, and in their social contexts. This understanding is manifested in the recognition that conflicts move through a series of general stages. There is little consensus about the names for the stages, but they may be identified by terms such as emergence , escalation , de-escalation , termination , and recovery (Kriesberg, 1982 ; Pruitt & Rubin, 1986 ). In 1992 , the UN secretary-general, Boutros-Ghali, issued his “Agenda for Peace,” bringing attention to the different phases of peacemaking and peacebuilding (Boutros-Ghali, 1992 ). The stages are not clearly bounded or always linear; past stages may recur. Furthermore, groups engaged in the conflict may not participate at the same pace in all the stages. Nevertheless, it is analytically useful to distinguish between the different stages to highlight the relevant CAR factors and processes at each stage.

The field of CAR initially focused on negotiating the end of conflicts, sometimes using mediation. Soon, concern about the prior and later stages of the conflict increased. Greater attention was directed at getting adversaries to the negotiating table and on the quality and sustainability of agreements that are reached. With the increase in outside intervention in internal societal wars and attention to nonstate actors, the field expanded to include giving greater attention to preventing the outbreak of warfare and to recovering from past violent outbreaks. The field presently incorporates the full range of conflict stages, and practitioners often specialize in particular stages of conflict. The ideas and practices that are particularly important at each stage are discussed next.

Conflict Emergence

Conflict emergence draws attention to the underlying conditions that precede an overt conflict. Thus the conditions of structural violence, of unsatisfied human needs, and of exploitation are often pointed to as crucial in characterizing a latent conflict preceding the outbreak of a manifest conflict (Burton, 1990 ; Dahrendorf, 1959 ). In actuality, conflicts often break out not because of the actions of the most oppressed, but because of the actions of the more powerful. The oppressed may have reason to fight, but they often do not believe that some particular group is responsible for their poor circumstances or that they can change those others in a way that will improve their conditions. The more powerful, however, have reason to believe that they can readily get more of what they want from the weaker party. Acting on this belief, they may provoke resistance and a violent conflict.

Adversaries’ beliefs about collective identities, the perceived capabilities of each side, judgments about what is fair and just, and the chance of achieving sought-for goals determine if and when a conflict becomes manifested in deeds. This is why the ideologies that are constructed and adopted by members of a collectivity are critical in conflict emergence. Political, religious, military, and intellectual leaders can utilize a suitable ideology to arouse and mobilize supporters against an enemy and influence the means to be used in the struggle against that enemy. This also is highly relevant for conflicts that stress ethnic differences or differences in religious or political systems of thought.

Conflict Escalation

How a conflict emerges influences how quickly and destructively it escalates. Often, a burst of violence at the initial manifestation of a conflict results in a rapid and sustained escalation, which can entrap the adversaries, who will want to keep fighting in order to justify the losses they have already experienced (Brockner & Rubin, 1985 ). A careful, proportional, tit-for-tat series of exchanges, however, can often contain the scale of the escalation and result in cooperation (Axelrod, 1984 ). The way adversaries interact is the basic determinant of the duration and destructiveness of a conflict’s escalation (Dayton & Kriesberg, 2009 ). Attention to the growing role of nonviolent action and to transforming feelings and thought via social media has increased attention about constructive escalation (Kriesberg & Dayton, 2017 ).

External interventions, often in the form of mediation and consultation by, for example, representatives of the Organization for Security and Co-operation in Europe and other international governmental organizations, helped prevent destructive escalation in Eastern Europe after the dissolution of the Soviet Union (McMahon, 2007 ; Möller, 2006 ). External actions or the threat of them can also help to contain a conflict, inhibiting wide-ranging violent attacks. They can also help channel the means of the struggle to electoral politics or nonviolent actions. Unofficial Track Two conflict resolution training and the facilitation of workshops can contribute to such channeling.

Conflict De-escalation and Settlement

Before the emergence of the CAR approach, research and theorizing about de-escalation were relatively neglected topics. Now there is considerable work on the factors and processes that contribute to de-escalation, conflict settlement, and, particularly, negotiating agreements.

Processes and factors that are internal to each adversary, pertain to their relationships, and are components of the external context can contribute to turning an escalating conflict around. Internally, some groups come to believe that the burdens of continuing to fight to achieve some contested goals are costlier than those goals are worth. The relationship between adversaries may change as conciliatory gestures by one side are convincingly made (Mitchell, 2000 ). Changes in the global system’s power relations or salient norms can help shift a conflict toward de-escalation.

The transition from confrontation to de-escalation is a matter of great interest in the field. The idea that a turning point is reached when the adversaries are locked in a hurting stalemate is an influential one (Touval & Zartman, 1985 ). Indeed, members of the opposing sides often come to believe that neither side can impose the settlement it would like, and they begin to search for a settlement they can accept. The discovery or construction of a new option may then appear highly attractive. An interplay between the conflict conditions at a given time and the possible new options marks the suitable time for a particular solution to be proposed and accepted.

Sustaining Peace

There has been a growing literature since the 1990s about the content of peace agreements, recovering from violent societal conflicts, reconciliation, building legitimate institutions of governance, and other matters pertinent to fashioning an enduring and equitable peace (Bar-Siman-Tov, 2003 ; Pouligny, Chesterman, & Schnabel, 2007 ). Peace agreements are difficult to obtain and to sustain. Of 121 armed conflicts between 1990 and 2005 , only one third were concluded by peace agreements (Harbom, Hogbladh, & Wallensteen, 2006 ). Yet since the 1990s, negotiated settlements have become the preferred way to end wars (DeRouen et al., 2010 ).

Walter ( 2002 ) defines the success of a peace agreement in terms of duration: if there is no violence for at least five years after the agreement is signed and the parties make efforts to implement the terms of the agreement, then it is successful. Hampson ( 1996 ) suggests that a “partial success” would be when the parties observe the terms of the agreement they have signed. A more complete success would entail putting in place structures and institutions that discourage the parties from going back to war. Westendorf ( 2015 ) posits that a minimalist view of success would be physical security and the absence of war—that is, a negative peace. A maximalist view would be establishing a positive peace—which would require a deeper and longer term commitment to making the changes needed to establish conditions that are popularly viewed as equitable and legitimate institutions that can address potential conflicts.

Durable peace agreements are characterized by (a) adequate state capacity to implement the agreement (DeRouen et al., 2010 ), (b) third-party intervention during the peace process and post-agreement implementation (DeRouen et al., 2010 ; Hampson 1996 ; Walter 2002 ), (c) inclusion of a mechanism that foresees and addresses problems that may arise during implementation; and (d) participation of civil society and women in the peace process and in post-agreement implementation (Nilsson, 2012 ; O’Reilly, Ó Súilleabháin, & Paffenholz, 2015 ; Wanis-St. John & Kew, 2008 ).

Some of the reasons given for the fragility of peace are that civil society is not always in a position to provide the space and resources for peacemaking, that ongoing violence is socially and politically destabilizing, and that most peace processes have a narrow focus on governance reform (Brewer, 2010 , p. 30).

Current and Future Issues

Given the diversity of CAR’s sources, the changing topics of inquiry, and the increasing domains of work, it is to be expected that many contentious issues are currently matters of disagreement and dialogue. Consideration of seven such matters follows.

Universal or Cultural

An enduring controversy relates to the universality of particular ideas in the CAR approach. As in the case of conflict emergence, some in the field emphasize a particular set of universal human needs, which, when unsatisfied, result in conflicts. Others stress that ways of negotiating, forms of mediation, styles of confrontation, and many other aspects of conducting and settling conflicts vary among different national cultures, religious traditions, social classes, gender, and many other social groupings (Abu-Nimer, 2003 ; Cohen, 1997 ; Faure, 2005 ). Moreover, within each of these groups are subgroupings and personal variations. The differences between groups are matters of central tendencies, and there is a great overlapping of similarities. More needs to be known about the effects of situational as well as cultural effects and about the ease with which people learn new ways of contending and settling fights. The UN declarations and conventions on human rights offer CAR analysts and practitioners standards that can guide CAR practice and yield equitable and enduring settlements (Hayner, 2009 ).

Discipline or General Approach

A major internal issue in the CAR field concerns the extent to which CAR is and should be a focused discipline, a collection of loosely related arenas of research and practice, or a shared broad general approach. In the 1950s, the vision of many workers in the field was of a new comprehensive, interdisciplinary, research-grounded theory, but that was not realized.

Considerable agreement does exist about particular conflict processes and empirical generalizations. Without a comprehensive theory, however, inconsistencies among various generalizations and propositions are not reconciled. Moreover, without a comprehensive theory or theories of the middle range, it is difficult to know under what conditions a particular social process or empirical generalization is or is not operative, and to apply such knowledge to practice. On the other hand, the more general and necessarily abstract perspective about social conflicts lacks the precision needed to make reliable applications. Despite these considerations, empirical generalizations and knowledge of relevant conflict processes can be useful guides to effective actions that minimize the destructiveness of conflicts if used in conjunction with good information about a particular conflict.

Complicating the CAR approach are the differing places occupied by theory and practice. Each has varied in prominence within the field, and both are, in principle, regarded as important. In actuality, however, theory and practice have not always been well integrated. Theory has rarely sought to specify or assess major theoretical premises or propositions. Often, it is largely descriptive of patterns of actions. And though more research on assessing practice is being done, it has been focused on particular interventions, executed and assessed within a short time frame. Although in some spheres, there is a strong interplay between theory and practice, notably regarding negotiation, mediation, nonviolent action, and problem-solving workshops, additional work is needed to integrate other realms.

Nonviolence or Limited Violence

Another contentious issue relates to the use of violence in waging conflicts. There is widespread agreement among CAR analysts and practitioners that violence is wrong, particularly when it is used to serve internal needs rather than for its effects on an adversary. The presumed internal needs may be psychological, status- or power-based, or economic in nature and situated within individuals, organizations, or larger collectivities. Adherents of CAR generally agree that violence is morally and practically wrong when violence is used in a broad, imprecise manner and when it is not used in conjunction with other means to achieve constructive goals. The increasing use of “smart bombs” and missiles from drones pose moral and practical problems about what is good policy regarding the recourse to such allegedly targeted killing. From its origins, some workers in the CAR field have opposed resorting to the use of violence in any conflict, whereas others have believed that limited violence is necessary and effective in some circumstances, as, for example, is articulated in just war theory.

These differences in values and beliefs are becoming more important with the increased use of military intervention to stop destructive and escalating domestic and international conflicts and gross violations of human rights. The challenges are made greater by the increased cooperation of CAR adherents with governments. Much more analysis is needed about how specific violent and nonviolent policies are combined and with what consequences for the various parties under particular conditions. More specificity is needed beyond the generalization that great reliance on naked violence often fails. When violence is undertaken, in desperation, against a mightier antagonist, it most likely fails.

Neutral Process or Good Result

A long-standing issue in the CAR field is whether the emphasis should be on the process by which a conflict is settled or on the justice and consequences of the settlement. If the process is emphasized, the value of the neutrality of the intermediary is stressed and less attention is directed at the nature of the conflict to be settled. This matter is particularly acute in considering when and how mediation is best undertaken (Laue, 1982 ). Some practitioners in the field stress mediator neutrality and the mediator’s focus on the process to reach an agreement. Others argue that a mediator either should avoid mediating when the parties are so unequal that equity is unlikely to be achieved or should act in ways that will help the parties reach a balanced and just outcome (Nader, 1991 ).

Internal Affairs

As is no doubt the case in any field, research findings and best practices have not always been applied internally within the CAR field. Gender bias, for example, remains a challenge. There is notable progress, in many CAR programs in universities, women now appear to be in the majority. According to the ISA’s Committee on the Status of Women in the Profession, women earned 58% of doctoral degrees in the social sciences, and 42% of those in political science. Yet the committee found that women constituted only 12.3% of full professors compared to 23.5% for men (Hancock, Baum, & Breuning, 2013 ). With the rise of contingent workers at universities, women faculty members are disproportionately employed in part-time positions (Curtis, 2013 ). Women and men faculty express the same preference for research and share the opinion that service is an imposition, yet women spend significantly more time teaching, mentoring, and providing service to the university than do their male counterparts (Chenoweth et al., 2016 ; Misra, Lundquist, Holmes, & Agiomavritis, 2011 ).

Gender bias extends to whose research gets taught and whose work is cited. Consistent with numbers in the top international relations journals, 82% of the assigned reading in international relations proseminars was written by male authors. Work by women and mixed-gender teams made up the remaining 18% (Colgan, 2015 ). Other research shows that international relations articles written by women were cited less than those by men and that even when a research article by a woman is published in a top journal, it receives significantly fewer citations than had that article been written by a man (Maliniak, Powers, & Walter, 2013 ).

External Relations

The way CAR relates to other fields and to its social context raises several issues. As the number and variety of would-be intermediaries in large-scale conflicts increase, the relations among CAR-associated organizations and other kinds of governmental and nongovernmental actors becomes more problematic. The engagement of many organizations allows for specialized and complementary programs but also produces problems of competition, redundancy, and confusion. Adversaries may try to co-opt intermediary organizations or exploit differences among them. For example, human rights organizations and conflict resolution organizations can complement each other; but they may also interfere with each other’s work (Babbitt & Lutz, 2009 ).

To enhance the possible benefits and minimize the difficulties of relations among many intervening organizations, coordination of some sort can be helpful. Research indicates that a variety of measures may be undertaken, ranging from informal ad hoc exchanges of information to regular meetings among organizations in the field and having one organization be the “lead” agency (Kriesberg, 1996 ; Nan, 2008 ). The Applied Conflict Resolution Organizations Network (ACRON) was founded in the late 1990s to promote collaboration among conflict resolution organizations to become “a true force for peace” (Applied Conflict Resolution Organizations Network, 2000 ). ACRON went through a name change in 2003 , finally becoming, in 2006 , the Alliance for Peacebuilding (AfP). The AfP brings together 125 organizations and 1,000 individuals engaged in peacemaking and peacebuilding work. Although coordination will always remain a work in progress, the AfP has succeeded in providing global linkages that have strengthened peacebuilding efforts.

The funding for CAR work usually comes from external sources, which raises another set of issues. The Hewlett Foundation ended its 20-year program of support for conflict resolution programs in 2004 , and no comparable source for sustaining programs of theory, research, and applications has since appeared. Tuition charges help support education and training; service fees help sustain nongovernmental organizations doing applied work; and government agencies and various foundations provide funds for research and service projects. All this keeps the work relevant for immediate use. However, the small scale and short duration of this kind of funding hamper the making of long-term and large-scale research assessments and the theory building that are needed for creative new growth and appropriate applications.

Autonomy or Dependence

Finally, issues relating to autonomy and professional independence deserve attention. CAR analysts and practitioners may tailor their work to the preferences, as they perceive them, of their funders and clients. This diminishes the goals that in their best judgment they might otherwise advance. These risks are enhanced when tasks are contracted out by autocratic or highly ideological entities. Furthermore, as more nongovernmentals are financially dependent on funding by national governments and international organizations, issues regarding autonomy and co-optation grow.

On the other hand, CAR ideas are increasingly picked up by people who do not consider themselves as being in the CAR field. For example, the evidence that countries with democratic political systems do not fight wars with each other has been used as a reason to try to make countries democratic, even by warfare. Obviously, officials and other actors who do not accept the CAR approach as a whole may selectively use elements of it. Such usage sometimes appears to be misusing the approach and making it ineffective. Nevertheless, as people who do not think of themselves as being in the CAR field adopt particular methods and ideas of the field, those methods and ideas are diffusing into society and gaining + credibility.

On the Future

Undoubtedly, the sociopolitical context in the United States and in many other countries in the 21st century has become less conducive to the rise and acceptance of the CAR approach. As discussed in Neu and Kriesberg, “Conflict Analysis and Resolution: Development of the Field of Scholarship (forthcoming),” the sociopolitical context in earlier decades supported the emergence and institutionalization of the CAR approach. Several recent developments have contributed to the deterioration of this support. Notably, in the United States, political parties have become highly polarized with a high level of mutual hostility (Dionne, Ornstein, & Mann, 2017 ). Growing economic inequality, stagnating wages for many, and increasing wealth for a few generated grievances among the nonrich. Some of the rich used their resources to further enrich themselves—by denying inconvenient scientific facts, disregarding democratic civility, weakening trade unions, and denigrating opponents of these actions. Republican Party leaders often joined in promoting such practices. Moreover, Democratic Party leaders failed to deal with the growing public dissatisfaction with these developments (Frank, 2016 ).

Many other broad, external changes contributed to the foregoing changes. These include technological changes relating to the evolving social media that reduced previously widely shared views of reality. Conversely, technological developments have also contributed to the growing integration of the world, with accompanying economic effects. Following the U.S.-led invasion of Iraq in 2003 , a surge of wars prompted waves of refugees entering Europe. Terrorist attacks added fears, gave rise to anti-Muslim feelings, aroused ethnonationalist sentiments, and contributed to authoritarian tendencies in many countries around the world. In the United States, the election of Donald J. Trump to the presidency of the United States is a symptom of and promotes views and behaviors that are antithetical to the CAR approach. This is illustrated by his bullying style, lack of empathy, and discounting of empirical evidence.

Many aspects of the reaction to these developments in the United States and elsewhere, however, are consistent with and lend support to the CAR approach. A reliance on many aspects of nonviolent action has been evident in massive demonstrations and acts of solidarity with people threatened by the policies of the Trump administration. Resistance has taken many forms, including forming broad coalitions and creating new social organizations, notably in the national Indivisible movement (Dionne, Ornstein, & Mann, 2017 ). Moreover, many of the persuasive efforts convey empathy for and propose alternative policies to alleviate the grievances that drove some people to vote for Trump. Generally, the persuasive efforts foster mutual regard for all people and attention to evidence-based understandings of reality.

The new circumstances should be met with new adaptations among workers in the CAR field. Broadly, this would include giving more attention to enhancing human rights and satisfying human needs in the ways conflicts are waged and transformed. Attention to such matters would extend to sustainable peacebuilding. This could include work on the ways governmental officials and nongovernmental organizations work together constructively (Gerard & Kriesberg, 2018 ). Humans, over many thousands of years, have gradually come to live together with declining rates of violence (Pinker, 2011 ). Work in the CAR field can contribute to continuing that progress, despite setbacks.

Links to Digital Materials

Note : The following list is not intended to be comprehensive; it is, however, illustrative of the diversity of CAR resources. Many of the descriptions are from the organizations’ websites.

ACCORD: The African Centre for the Constructive Resolution of Disputes (Durban, South Africa). ACCORD is a South Africa–based civil society organization working throughout Africa to bring creative African solutions to the challenges posed by conflict on the continent. ACCORD publishes the African Journal on Conflict Resolution , Conflict Trends , and Policy and Practice Brief .

Alliance for Peacebuilding (Washington, DC). The Alliance for Peacebuilding (AfP) leads a community of more than 100 organizations building peaceful and just societies around the world. In this integrated field, the AfP amplifies the strengths of its members through collaboration, tackling a spectrum of issues too large for any one organization to address alone.

Berghof Foundation (Berlin, Germany). The Berghof Foundation is an independent nongovernmental organization that supports efforts to prevent political and social violence and to achieve sustainable peace through conflict transformation. The foundation publishes the Berghof Handbook for Conflict Transformation .

Beyond Intractability (Boulder, CO). Created by a team of more than 400 distinguished scholars and practitioners from around the world, the Beyond Intractability/CRInfo Knowledge Base is built around an online “encyclopedia” with easy-to-understand essays on almost 400 topics. The essays explain the many dynamics that determine the course of conflict along with the available options for promoting more constructive approaches.

The Carter Center (Atlanta, GA). The Carter Center, a nonprofit organization in partnership with Emory University, is guided by a fundamental commitment to human rights and the alleviation of human suffering. It seeks to prevent and resolve conflicts, enhance freedom and democracy, and improve health.

Centre for Conflict Resolution (Cape Town, South Africa). The center aims to contribute to a just and sustainable peace in Africa by promoting constructive, creative, and cooperative approaches to the resolution of conflict through training, policy development, research, and capacity building. The center produces a wide range of publications including seminar reports , policy briefs , books , and occasional reports .

HD: The Centre for Humanitarian Dialogue (Geneva, Switzerland). The Centre for Humanitarian Dialogue (HD) is a Swiss-based private diplomacy organization founded on the principles of humanity, impartiality, and independence. Its mission is to help prevent, mitigate, and resolve armed conflict through dialogue and mediation. The center publishes reports on the conflicts and issues in which it is involved.

Centre for Mediation in Africa (Hatfield, South Africa). The center strives to make mediation efforts throughout Africa more effective by offering academic and practical courses in mediation, researching new and current best practices, and supporting organizations such as the United Nations, the African Union, and those African governments involved in the mediation process. The center produces research on mediation best practices.

Conflict Management Initiative (CMI) (Helsinki, Finland). The Conflict Management Initiative (CMI) works closely with all conflicting parties in some of the world’s most intractable conflicts to forge lasting peace through informal dialogue and mediation. CMI was founded in 2000 by Nobel Peace laureate and former president of Finland Martti Ahtisaari.

Conflict Resolution Information (Boulder, CO). A free online clearinghouse, indexing peace- and conflict-resolution-related webpages, books, articles, audiovisual materials, organizational profiles, events, and current news articles.

Conciliation Resources (London, UK). The mission of Conciliation Resources is to provide practical support to help people affected by violent conflict achieve lasting peace. It draws on shared experiences to improve peacebuilding policies and practice worldwide. Conciliation Resources publishes the Accord series.

Crisis Group (Brussels, Belgium). An independent, nonprofit nongovernmental organization committed to preventing and resolving deadly conflict, Crisis Group conducts analyses of major current conflicts based on fieldwork and makes policy suggestions. It publishes alerts, reports, and briefings on the various conflicts it works on.

European Institute of Peace (Brussels, Belgium). The European Institute of Peace (EIP), launched in May 2014, is an independent partner to the European Union and Europe, augmenting its global peace agenda through mediation and informal dialogue. The EIP pursues multitrack diplomacy and acts as a flexible external tool in support of EU mediation efforts where the EU has limited freedom to act. It also serves as an operational hub, connecting existing expertise and sharing knowledge and lessons on European mediation.

Institute for Peace and Security Studies (Addis Ababa, Ethiopia). The Institute for Peace and Security Studies (IPSS) at the Addis Ababa University is the premiere institute for education, research, and policy dialogues on peace and security in Africa. The IPSS produces two types of policy periodicals, the IPSS Policy Analysis and the IPSS Policy Brief to provide comprehensive policy options in the areas of peace, security, and governance.

INCORE: International Conflict Research Institute (Ulster, UK). INCORE is a joint project of the United Nations University and the University of Ulster. It provides a Conflict Data Service and a comprehensive database and resource guide to conflict-prone regions and countries.

Kofi Annan International Peacekeeping Training Centre (Accra, South Africa). The Kofi Annan International Peacekeeping Training Centre (KAIPTC) is one of three institutions designated by the Economic Community of West African States (ECOWAS) as a regional Centre of Excellence for the delivery of training and research in the areas of conflict prevention, management, and peacebuilding.

Nairobi Peace Initiative–Africa (Nairobi, Kenya). The Nairobi Peace Initiative–Africa (NPI-Africa) is a continental peace resource organization, engaged in a broad range of peacebuilding and conflict transformation initiatives in Africa.

Peace and Collaborative Development Network (Washington, DC). Created by Dr. Craig Zelizer in 2007, the Peace and Collaborative Development Network (PCDN) is the go-to hub for the global change-making community. The PCDN is a rapidly growing social enterprise that gathers over 35,500 professionals, organizations, and students engaged in social change, peacebuilding, social entrepreneurship, development, and related fields.

Peace Research Institute of Oslo (Oslo, Norway). Peace Research Institute of Oslo (PRIO) conducts research on the conditions for peaceful relations between states, groups, and people. It publishes the journal Security Dialogue and the Journal of Peace Research .

Stockholm International Peace and Research Institute (Stockholm, Sweden). The Stockholm International Peace and Research Institute (SIPRI) is an independent international institute dedicated to research into conflict, armaments, arms control, and disarmament. SIPRI provides data, analyses, and recommendations based on open sources to policymakers, researchers, media, and the interested public. SIPRI produces the annual SIPRI Yearbook .

United States Institute of Peace (Washington, DC). An independent, nonpartisan institution established and funded by the U.S. Congress. Its goals are to help prevent and resolve violent international conflicts; promote postconflict stability and development; and increase conflict-management capacity, tools, and intellectual capital worldwide. The USIP offers online and on-site courses, and the United States Institute of Peace Press has been publishing books on CAR since 1991.

UN Peacemaker (New York, NY). UN Peacemaker is the online mediation support tool developed by the United Nations Department of Political Affairs. Intended for peacemaking professionals, it includes an extensive database of peace agreements, guidance material, and information on United Nations mediation support services. UN Peacemaker is part of the United Nation’s overall efforts to support UN and non-UN mediation initiatives.

West Africa Network for Peacebuilding (Accra, South Africa). The West Africa Network for Peacebuilding (WANEP) is a leading regional peacebuilding organization founded in 1998 in response to civil wars that plagued West Africa in the 1990s. Over the years, WANEP has succeeded in establishing strong national networks in every member state of the Economic Community of West African States (ECOWAS) and has over 500 member organizations across West Africa.

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* This article and Conflict Analysis and Resolution: Development of the Field update and expand Conflict Analysis and Resolution as a Field .

Conflict Analysis and Resolution as a Field
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The Conflict Theory by Karl Marx, Essay Example

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Sociologists have placed micro and macro theories, which all seek to explain the behavior observed in the social phenomena. They did this by studying how people interact and influence each other. In the discussion below, we focus on the relevance of conflict, symbolic interaction and functionalism theories.

The conflict theory by Karl Marx is based on the issues of social stratification and inequality. He states that the ruling class has a way of ensuring that the poor continue to provide the services that will make them maintain their status. According to him, the world is made up of only two classes of people, that is, the ‘haves ‘and the ‘have nots.’ A conflict arises when the laborers notice the need to fight for their rights by getting better working conditions and remunerations. However, it is always difficult as this is not the wish of the ruling class creating the rift further.

The symbolic interaction according to Herbert Mead is all about how people interpret social signs based on their background and culture. This theory calls for cultural relativism in the view of the fact that people come from different cultures, thus, understanding the social symbols differently. For instance, looking a person right in the eyes while talking can be interpreted as being honest in the western culture, while being observed as rudeness in some parts of Africa.

On the other hand, the functionalism theory by Emile Durkheim seeks to explain that the society is a system, which comprises of many interdependent parts. If one part malfunctions, then the rest will be negatively affected as well.

Having studied the three sociological theories, I feel that the Karl Marx’s theory is the most relevant in today’s circumstances. This is owing to the social inequalities the world is grappling with. The well-off people continue to become richer at the expense of the poor, causing inequality as one of the major social concerns nowadays.

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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.

Boy kicking a soccer ball on a playground toward three other boys who are caged against a wall by a small metal goal post.

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

Eight women in dresses, caps, and gowns, standing on the steps of a college in a black in white photograph.

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]

Text about the gender pay gap showing the Earnings ratio as women's median earnings over men's median earnings. In 2017, this was $41,997 in women's earnings over $52,146 in men's median earnings, which equals 80%.

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).

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

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Conflict Theory in Sociology

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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.

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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.

Essays About Conflicts: Conflicts between nations then and now

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 .

Essays About Conflicts: Terrorism, conflict, and the tourism industry

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 .

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What Is Conflict Theory?

Understanding conflict theory, special considerations.

Conflict Theory FAQs
Behavioral Economics

Conflict Theory Definition, Founder, and Examples

What you need to know about the Karl Marx theory

Adam Hayes, Ph.D., CFA, is a financial writer with 15+ years Wall Street experience as a derivatives trader. Besides his extensive derivative trading expertise, Adam is an expert in economics and behavioral finance. Adam received his master's in economics from The New School for Social Research and his Ph.D. from the University of Wisconsin-Madison in sociology. He is a CFA charterholder as well as holding FINRA Series 7, 55 & 63 licenses. He currently researches and teaches economic sociology and the social studies of finance at the Hebrew University in Jerusalem.

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Conflict theory, as associated with Karl Marx , is a social theory that posits that society is in a state of perpetual conflict because of competition for limited resources.

Conflict theory holds that social order is maintained by domination and power, rather than by consensus and conformity. According to conflict theory, those with wealth and power try to hold on to it by any means possible, chiefly by suppressing the poor and powerless. A basic premise of conflict theory is that individualcs and groups within society will work to try to maximize their own wealth and power.

Key Takeaways

Conflict theory focuses on competition among groups within society over limited resources.
Marxist conflict theory sees society as divided along lines of economic class between the proletarian working class and the bourgeois ruling class.
Conflict theory views social and economic institutions as tools in the struggle among groups or classes, used to maintain inequality and the dominance of the ruling class.
Later versions of conflict theory look at other dimensions of conflict among capitalist factions and among various social, religious, and other types of groups.

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Philosophers and sociologists have long sought to use conflict theories to explain a wide range of phenomena, including wars, revolutions, poverty , discrimination, and domestic violence.

Marx’s version of conflict theory focused on the conflict between two primary classes. Each class consists of a group of people bound by mutual interests and a certain degree of property ownership. Marx theorized about the bourgeoisie, a group that represented members of society who hold the majority of the wealth and means. The proletariat is the other group, comprised of those considered working-class or poor.

With the rise of capitalism, Marx theorized that the bourgeoisie , a minority within the population, would use their influence to oppress the proletariat, the majority class. This way of thinking is tied to a common image associated with conflict theory-based models of society. Adherents to this philosophy tend to believe in a pyramid arrangement in terms of how goods and services are distributed in society. At the top of the pyramid is a small group of elites that dictate terms and conditions to the larger portion of society because they have an outsized amount of control over resources and power.

Uneven distribution within society was predicted to be maintained through ideological coercion; the bourgeoisie would force acceptance of the current conditions by the proletariat. Conflict theory assumes that the elite will set up systems of laws, traditions, and other societal structures in order to further support their own dominance while preventing others from joining their ranks.

Marx theorized that, as the working class and poor were subjected to worsening conditions, a collective consciousness would raise more awareness about inequality, and this would potentially result in revolt. If, after the revolt, conditions were adjusted to favor the concerns of the proletariat, the conflict circle would eventually repeat but in the opposite direction. The bourgeoisie would eventually become the aggressor and revolter, grasping for the return of the structures that formerly maintained their dominance.

Marx viewed capitalism as part of a historical progression of economic systems. He believed capitalism was rooted in commodities , or things that are purchased and sold. For example, he believed that labor is a type of commodity. Because laborers have little control or power in the economic system (because they don’t own factories or materials), their worth can be devalued over time. This can create an imbalance between business owners and their workers, which can eventually lead to social conflicts. He believed these problems would eventually be fixed through a social and economic revolution.

Adaptations of Marxist Conflict Theory

Max Weber, a German sociologist, philosopher, jurist, and political economist, adapted many aspects of Marxist conflict theory and later further refined some of Marx's ideas. Weber believed that conflict over property was not limited to one specific scenario. Rather, he believed that there were multiple layers of conflict existing at any given moment and in every society.

Whereas Marx framed his view of conflict as one between owners and workers, Weber also added an emotional component to his ideas about conflict. Weber's beliefs about conflict extend beyond Marx's because they suggest that some forms of social interaction, including conflict, generate beliefs and solidarity between individuals and groups within a society. In this way, an individual's reactions to inequality might be different depending on the groups with which they are associated; whether they perceive those in power to be legitimate; and so on.

Conflict theorists of the later 20th and early 21st centuries have continued to extend conflict theory beyond the strict economic classes posited by Marx, although economic relations remain a core feature of the inequalities across groups in the various branches of conflict theory. Conflict theory is highly influential in modern and postmodern theories of sexual and racial inequality, peace and conflict studies, and the many varieties of identity studies that have arisen across Western academia in the past several decades.

Examples of Conflict Theory

Conflict theorists view the relationship between a housing complex owner and a tenant as being based mainly on conflict instead of balance or harmony, even though there may be more harmony than conflict. They believe that they are defined by getting whatever resources they can from each other.

In the above example, some of the limited resources that may contribute to conflicts between tenants and the complex owner include the limited space within the complex, the limited number of units, the money that tenants pay to the complex owner for rent, and so on. Ultimately, conflict theorists see this dynamic as one of conflict over these resources.

The complex owner, however gracious, is fundamentally focused on getting as many apartment units filled as possible so that they can make as much money in rent as possible, especially if bills such as mortgages and utilities must be covered. This may introduce conflict between housing complexes, among tenant applicants looking to move into an apartment, and so forth. On the other side of the conflict, the tenants themselves are looking to get the best apartment possible for the least amount of money in rent.

The financial crisis of 2008 and the subsequent bank bailouts are good examples of real-life conflict theory, according to authors Alan Sears and James Cairns in their book "A Good Book, in Theory." They view the financial crisis as the inevitable outcome of the inequalities and instabilities of the global economic system, which enable the largest banks and institutions to avoid government oversight and take huge risks that only reward a select few.

Sears and Cairns note that large banks and big businesses subsequently received bailout funds from the same governments that claimed to have insufficient funds for large-scale social programs such as universal healthcare. This dichotomy supports a fundamental assumption of conflict theory, which is that mainstream political institutions and cultural practices favor dominant groups and individuals.

This example illustrates that conflict can be inherent in all types of relationships, including those that don't appear on the surface to be antagonistic. It also shows that even a straightforward scenario can lead to multiple layers of conflict.

Conflict theory is a sociopolitical theory that is heavily associated with Karl Marx. It seeks to explain political and economic events in terms of an ongoing struggle over finite resources. In this struggle, Marx emphasizes the antagonistic relationship between social classes, in particular the relationship between the owners of capital—whom Marx calls the “bourgeoisie”—and the working class, whom he calls the “proletariat.” Conflict theory had a profound influence on 19th- and 20th-century thought and continues to influence political debates to this day.

What Are Some Common Criticisms of Conflict Theory?

One common criticism of conflict theory is that it fails to capture the way in which economic interactions can mutually benefit the different classes involved. For example, conflict theory describes the relationship between employers and employees as one of conflict, in which the employers wish to pay as little as possible for the employees' labor, while the employees wish to maximize their wages. In practice, however, employees and employers often have a harmonious relationship. Moreover, institutions such as pension plans and stock-based compensation can further blur the boundary between workers and corporations by giving workers an additional stake in the success of their employer.

Who Is Credited With Inventing Conflict Theory?

Philosophers and sociologists have long used conflict theory to analyze societies.

Marxist conflict theory refers to conflict theory as put forward by the 19th-century political philosopher, who led the development of communism as a school of thought in economics. Karl Marx’s two most famous works are The Communist Manifesto , which he published in 1848; and Das Kapital , published in 1867. Although he lived in the 19th century, Marx had a substantial influence on politics and economics in the 20th century and is generally considered one of history’s most influential and controversial thinkers.

University of North Carolina, Pembroke. " Social Work Theories ."

OpenEd CUNY. " Theoretical Perspectives on Society: Karl Marx and Conflict Theory. "

Stanford University, Stanford Encyclopedia of Philosophy. " Karl Marx ."

OpenEd CUNY. " Theoretical Perspectives: Conflict Theory. "

University of Minnesota Duluth. " Sociological Theory: The Basics of Conflict Theory ."

Alan Sears and James Cairns. “ A Good Book, In Theory .” Pages 40-41. University of Toronto Press, 2015.

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Social Conflict Theory Essay

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‘Outrage, protests grow over shooting of unarmed Florida teen’; CNN.com 21 st March 2012. A statement showing the relationship of facts is called a theory. A theoretical approach is the picture of society which determines its views and research.

The structure for setting a theory which views society as a ring of inequality which bears conflict and change is known as a social conflict approach. The factors of a social conflict are inequality, power, influence, competition and abuse. Social conflict results in ethnicity, racism, social classes and gender inequality among others.

Social conflict theory is based on Karl Marx’s theory of social conflict. Marx shows that there are inequalities between different groups in society, for example, poor and rich. Karl Marx used social conflict approach to learn more about society and introduce changes to reduce the gaps between different groups.

On 26 th February, 2012, George Zimmerman, a white male neighborhood watch leader shot dead Trayvon Martin a 17 year old Black teenager. Trayvon had left a convenience store with a packet of candy and ice tea when Zimmerman rang the Florida police emergency line. He described Trayvon as a ‘suspicious man’. Trayvon who wore a hood was unarmed at the time of the shooting, but Zimmerman claimed he shot Trayvon to defend himself (CNN 2012).

The social conflict approach assumes that a society is an intricate unit where inequality and conflict co-exist to create a social change. There is unequal distribution of power and rights among the members of a society. The distribution of power and rights is based on social classes, race, gender and sexual orientation. According to Karl Marx one needs this approach in order to understand and change the society.

Race conflict approach focuses on inequality among people of different racial and ethnic background. The majority groups usually have an advantage over the minority group. For example, White people have an advantage over black people in America in schools, income, health and social status. In the CNN article, the teenager who was shot dead by a white man was black. The perpetrator (Zimmerman) of this tragedy has not been arrested (Macionis & Gerber 2010).

The family and community of Florida claim racism played a major role in this tragic event. The Black teenager who wore a hood was unarmed at the time of the attack, but Zimmerman described him as a ‘suspicious person’. This has sparked debates on whether a black man wearing a hood qualified him as a criminal.

They also claim that the police’s action of not arresting Zimmerman is racist. They claim that if Trayvon was white then Zimmerman would be arrested. Perpetrators of criminal acts against whites such as robbery, rape, and murder are quickly punished. However, when blacks are attacked the criminals are not taken into custody or convicted. This disparity has caused a rise of crimes in black neighborhoods more than in white neighborhoods.

In the concept of crime and criminology, hate crime is a criminal act against another because of their race, ethnic background or social class. A crime is behavior which is against social norms of a society. Hate crime has become extremely prevalent in society today; the FBI records show high rates of hate related crimes in the USA. The criminal acts are motivated by prejudice and intolerance to members of a group.

There was a large crowd of people who protested by marching the streets of New York dressed in hoods; the attire Trayvon was wearing on the day of the shooting. According to the article the protesters claimed the crime was racist, and it targeted the black people. There is an infringement of rights of the blacks because the culprit has not yet been arrested (CNN 2012).

A labeling theory defines people according to their behavior and characters. For example, a young Black man who grew up in a city of gangs is labeled as a gang member. Identification of people by these characters and behaviors ends up making them deviant. Zimmerman labeled Trayvon ‘a suspicious person’.

According to the article demonstrators wore hoods and carried skitters while chanting ‘Am Trayvon Martin, I am a suspicious person, will I be next?’ the demonstrators also claimed that a black person wearing a hood was not automatically a suspicious person. This shows that Trayvon was labeled as a criminal because of his race and his dress code and this led to his tragic death.

According to the article, George Zimmerman’s racial identity is unknown. Zimmerman’s family says that he is a Spanish speaking minority but other reports indicate that he is a white male. The family goes further to say that he is not a racist and that he has friends from the minority groups.

Zimmerman’s use of racial remarks is yet to be confirmed by the court. Meanwhile, the US department of justice has launched civil rights investigations into the matter. The shooting of the black teenager affects the whole Florida community whether Black or White and not the victim’s family only.

CNN Wire Staff. (2012). Outrage protests grow over shooting of unarmed Florida teen . Web.

Macionis, J & Gerber, L. (2010). Sociology . Web.

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Essay on Social Conflict Theory

Groups within a society that compete for scarce resources are a central theme in conflict theory. According to conflict theorists, societal and economic structures serve as weapons in the struggle between different social groups and social classes, which in turn helps to perpetuate inequality and the power of the rulers. According to Marxist conflict theory, society has an inherent class struggle, with the proletarian laborers pitted against the bourgeois rulers. Newer iterations of conflict theory probe deeper into the causes, effects, and resolutions of the conflict between capitalist groupings and other social, religious, and ideological subgroups.

A macro-level theoretical framework in sociology, social conflict theory conceptualizes the world as a battlefield where structural inequalities fuel strife and catalyze revolutionary reform. According to this worldview, variables like color, race, gender, and age are related to social inequality. Society is organized in methods that favor a select few to the detriment of the vast majority. I contend that in studying social conflict studies, the focus must always be on the dynamics between the more powerful majority and the more powerless minority.

Karl Marx first proposed the concept of conflict theory, which posits that finite resources drive constant conflict in society. According to proponents of conflict theory, social order is maintained not via agreement and conformity but through dominance and force (Marx, 1848). The conflict theory states that the wealthy and powerful will use all measures necessary to maintain their status quo, including repressing the poor and helpless. One of the cornerstones of conflict theory is the idea that entities in society will strive for self-interest.

With its assumption that the inevitable downfall of capitalism and the fights it engendered would lead to communism, Marx and Engels’ declaration marks a departure from much more utopian communists who just wished for universal harmony. This originates from the bourgeoisie’s belief in a class war with the proletariat’s belief in wage labor. According to Marx and Engels, the capitalist system inevitably leads to the bourgeoisie reducing the earnings of the proletariat till the proletariat lacks any other option but to rise in revolt. During the time of the Industrial Revolution, when Marx and Engels argued, workers were not only paid below a subsistence level, but their employment itself was often dangerous and unpleasant.

The premise of conflict theory is that conflict is an inherent part of human nature, and it applies this lens to the study of any social phenomenon. Marx is not advocating for the positive or negative value of conflict; instead, he is arguing that it is inherent to human nature and provides insight into the current state of affairs. War, violence, revolution, and other types of oppression and discrimination can all be understood through conflict theory, which posits that societal inequalities are at the root of these problems (Nickerson, 2021).

According to Gamson (1966), advocates for both sides acknowledge that they are striving toward different but equally valid ends in a typical disagreement. The “rancorous” conflict, on the other hand, is “marked by the general view that tactics employed to impact the result are ‘dirty,’ ‘underhanded,’ ‘vicious,’ and so on” (Gamson 1966: 71). This method of analyzing community disputes emphasizes the political and socio-demographic structure of a community concerning the sort of conflict that emerges while ignoring any contextual information that the conflict’s subject matter might provide. Based on his analysis of competing agendas and political climates, he concludes that studying legitimation is essential because it helps us comprehend communal conflicts as a whole.

The failure of classical Marxism to adequately address contemporary social and political issues led to the emergence of neo-Marxism. In contrast to previous revolutionary movements, which often resorted to violence to spread their ideas, the current school of thought favored nonviolent means of communication. Economically, neo-Marxist leaders tried to build workable strategies to address class struggle, moving past the uproar of the public protests of the past. Those who support economic determinist interpretations of Marxism, including neo-Marxism, reject the idea that class interests drive mass behavior. There are just too many instances of collective action in history fueled by religious, racial, regional, patriotic, and other cross-class affiliations for such an argument to be credible (Coleman, 1957). Instead, they argue that class relationships provide the causal link between the causes and effects of class action, making collective action historically crucial to the extent that it is grounded in such relationships.

Lewis Coser believed that conflict is innate in both society and human beings; it is a component of our primal behavior as beings. He advanced the ideas of absolute deprivation and relative deprivation. When a human group is exposed to a total shortage of supplies to the point where people can be barely able to exist, this is referred to as absolute deprivation. The bare necessities are absent, including food, clean water, housing, and healthcare. “relative deprivation” refers to people who are well off but still have some means of subsistence and can think about and contrast their circumstances with those of others who are in far better cases (Coser, 1998). When there are significant gaps between the wealthy and the average person, but society generally is not overly underdeveloped, relative deprivation seems to be more likely to arise. Since they lack the means to do so, it has been found that those who live in absolute poverty hardly ever use violence.

Instead of focusing on the merits of competition within the market, neo-Marxists tend to criticize capitalism’s monopolistic and oligarchical tendencies (Lyon,2011). Neo-Marxists, in contrast to traditional Marxists, emphasize an imperialistic and militaristic state to limit wealth accumulation outside the productive economy.

David Harvey and Manuel Castells, two of the most influential contemporary researchers of Marxism and the city, are analyzed in terms of their contributions to our understanding of how urban studies have brought space to the center of one or more aspects of Marxism’s ambitions since the 1960s (Castells, 2007). By analyzing their contributions, we may determine the current state of the spatialized Marxism they have attempted to create. This Marxism of the city that emerged after the 1960s demonstrates how Marxist social theory can potently shed light on urban issues while simultaneously showing how a specifically urban emphasis can enhance Marxism as a social and empirical theory. While the last 25 years of work have successfully developed and deepened Marx’s project of examining capitalism as an economic model, it has treated chiefly his project of comprehending meaningful historical change as the foreground to more contemporary events. Much work went into it, but it has only made a shaky contribution to Marx’s ambition of a social theory for capitalist countries (Bartos, 2002). It is said that neither Harvey nor Castells, in their latter work in the 1980s, addressed the concerns significant convincingly but challenging for Marxist social theory: foundation and overlay, structural and action, and causal determination. These shortcomings are primarily responsible for the lack of success of these Marxist urban studies.

The neo-Marxists have tried to build on Marx’s ideas that perhaps capitalist countries’ legal and political structures arise out of a long-standing class struggle. Because of this, neo-Marxist theories place particular emphasis on the socioeconomic framework of society and the connection between economic inequality and social conceptions of deviance as a means to explain class conflict.

In Conclusion, “conflict theory” describes a broad school of thought in sociology that rejects functionalism and holds the common belief that competition among social groupings over scarce resources is an inherent part of any society. According to proponents of conflict theory, social discord arises from the inevitable presence of power imbalances and disparities in material resources in any given community.

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

Castells, M. (1997). An introduction to the information age. City , 2 (7), 6-16.

Coleman, J. S. (1957). Community conflict . Free Press.

Coleman, J. S. (1971). Resources for Social Change. Race in the United States.

Coser, L. A. (1998). The functions of social conflict (Vol. 9). Routledge.

Gamson, W. A. (1966). Rancorous conflict in community politics. American Sociological Review , 71-81.

Lyon, L., & Driskell, R. (2011). The community in urban society . Waveland Press.

Marx, K. (1848). The communist manifesto. Vol. 1. Marx/Engels selected works.

Marx, K. (1999). Capital: An abridged edition . OUP Oxford.

Nickerson, C. (2021). Conflict theory.

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Conflict Theory by Jörg Rössel LAST REVIEWED: 29 October 2013 LAST MODIFIED: 29 October 2013 DOI: 10.1093/obo/9780199756384-0035

Karl Marx and Conflict Theory: An Introduction

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The Psychology of Conflict Theory: A Comprehensive Guide

Introduction to Conflict Theory

Competition

Lack of Resources

Marginalization

In Politics

In Education

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Introduction *

Constructive Approaches to Conflict

Analyzing Conflicts

Methods of Waging Conflicts

Interconnectedness of Conflicts

Multiplicity of Actors

Conflict Stages

Conflict Emergence

Conflict Escalation

Conflict De-escalation and Settlement

Sustaining Peace

Current and Future Issues

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Neutral Process or Good Result

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