Race is recognized via skin tone, facial characteristics and accent etc. Race can make the process of conflict resolution more complicated and thus it may affect the success negatively. Sometimes, race may be the sole reason behind the conflict and in that case, extreme care must be exercised in order to avoid the extension of the conflict. (Povenmire 2008, pp. 17-43)
In addition to that, culture is also important in a person's life. It may affect the success negatively if the cultural values of either of the parties are not kept in mind. The conflict will be exacerbated if any party feels that their culture is being insulted. (Povenmire 2008, pp. 17-43)
Moreover, power also plays an important role in the success of the conflict resolution. Power differences are the root cause of all other differences. If either party is more powerful than the other, then, whether or not the process is actually biased, the weaker party will think of it as unfair. The weaker party will assume, due to their lower status, that the solution is favoring their stronger counterparts. The problem exacerbates if the mediator or neutral party is actually biased, in that case whole process becomes useless. (Povenmire 2008, pp. 17-43)
In addition to the social factors, some cognitive factors also influence the resolution between parties. The first one is the ability of a person to express his feeling in a good way. Verbal skill is important in making the arguing party understand your point-of-view. The understanding and listening skills of a person work as a complement to make the whole process successful. (Akanji Rafiu and Ibrahim Olanrewaju 2013, pp. 82-92)
Peer Mediation or Mediation by Adults
Peer mediation includes students who are trained in the field of mediation and conflict resolution. There are some areas where the peer mediators also need help. This is because of the fact that they are students as well and their colleagues may not listen to them seriously. These situations arise...
A conflict may be considered serious if it has started a fist fight, has caused any physical damage or has caused extreme harassment of any party. In the above mentioned cases, it is more suitable to involve adults rather than peer mediators. (Unknown 2010)
Works Cited
Akanji Rafiu, B. And Ibrahim Olanrewaju, L. 2013. Communication Skills as Predictors of Conflict Management Style of Road Transport Union Leaders in Lagos State. International Journal of Physical and Social Sciences, 2 (6), pp. 82-92. Available at: http://www.ijmra.us/project%20doc/IJPSS_JUNE2012/IJMRA-PSS1069.pdf.
Crawford, D. And Bodine, R. 2001. Conflict Resolution Education: Preparing Youth for the Future. Juvenile Justice - School Violence, 8 (1), pp. 1-8. Available at: https://www.ncjrs.gov/html/ojjdp/jjjournal_2001_6/jj3.html.
Deutsch, M. 1973. FACTORS INFLUENCING the RESOLUTION of CONFLICT. [e-book] Boulder: University of Colorado. pp. 1-5. http://spot.colorado.edu/~wehr/40RD11.TXT.
Povenmire, T. 2008. What We Have Here is a Failure to Communicate: Conflict Resolution and Peer Mediation Programs in Middle and High Schools in the U.S. And Their Ability to Serve Students From Diverse Backgrounds. [e-book] Eugene: University of Oregon. pp. 17-43. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/8714/Povenmire-Kirk_Tiana_fall08ms.pdf?sequence=4.
Townley, a. 1999. Creating a Peaceable School Community: Evaluating Conflict Resolution in Schools. Leadership Forum Reports. [report] California: Western Justice Center, pp. 6-16.
Unknown. n.d.. Understanding Conflict and Conflict Management. [e-book] Arlington: The Foundation Coalition. p. 1. Available through: foundationcoalition http://www.foundationcoalition.org/publications/brochures/conflict.pdf.
Unknown. 2010. "Mediation and Restorative Practices at Schools in Finland," paper presented at IIRP Hull Conference, Hull, 14th October. New York: Verso.
