Conflicts are inevitable in all aspects of life in the modern world. Perhaps, this has been the case since the wake of humankind because human reasoning and prejudices are not heterogeneous. Behera (2006) asserts that there are many types of fines. The conflicts can be classified using many criteria. For instance, conflicts can be classified on the basis of whether or not they are helpful to the parties involved or to the institutions to which such parties are affiliated. In this case, the conflicts can be classified as either constructive or negative conflicts. Constructive conflicts are those associated with positive outcomes to the people concerned as well as the institutions to which they are affiliated. Gender conflict has been defined variously as the inherent competition and disagreement between the human sexes. The gender conflicts, which are said to be rooted in the infamous battle of the sexes, can be both constructive and negative (Ridgeway, 1992). This paper seeks to explain the possible impacts of the gender conflicts on the relationships and social wellbeing of individuals in the college-age bracket.
Gender conflicts are the inconsistencies involved in the reasoning and judgments of either sex (Drudy et al, 2005). Such gender conflicts are becoming more rampant in the modern world where such gender sensitive issues as equality are being given prominence by the legal frameworks in various jurisdictions. It is for such reasons that both sexes get more concerned about their superiority. Larbalestier (2001) claims that while the males are struggling to maintain their dominance over the supposedly weaker sex, the females are in a struggle to prove to their male counterparts that they are equal and can indeed perform equally well. The women in today’s society are trying to live the supposition that a woman can do better, that which a man can do. In a bid to actualize this presumption, they brush shoulders with their male counterparts and this sparks the conflicts. Coldiron (2003) notes that, the gender conflict is at its peak among the elite in the society. Such elite is made up of the literate and the population in the institutions of higher learning such as colleges.
Education has played a significant role in enlightening the women on the need to fight for their rights. The education system of the world today has incorporated aspects of gender parity to the degree that the female students can venture into professions that were traditionally associated with men (Bannon et al, 2000). This is one of the key factors motivating the gender conflict. Such conflicts come with many effects, especially negative ones. One of the most notable negative outcomes of the gender conflicts is the possibility of there being low morale in the college students. This is usually attached to the students that are said to be the victims of such conflicts. Low morale is a serious possibility to those college students that see themselves as the losers in the conflicts. As explained by Mazurana et al (2005), the gender conflict is characterized by much competition. As such, victims of the conflict consider themselves losers. In most cases, women are the losers as the male counterparts tend to dominate.
The low morale associated with such conflicts brings about the possibility of poor academic performance. A demoralized student suffers low self esteem. The conflicts tend to injure the self worth of an individual. It is for this reason that Jacobs et al (2004) describes the gender conflicts as being the worst social phenomenon in a civil society. Morale is a psychological factor. Psychological factors are factors that affect the mindset of an individual. As such, anything that impacts negatively on the mind of an individual is likely to cause change of conduct in the individual. This may cause the individual to behave in a weird manner. Smith and Skjelsbak (2001) argue that the worst hit individuals are those living or learning in an institution whose population is dominated by the opposite gender. For instance, a lady learning in an institution that is male dominated is likely to be affected by gender conflict to the extent of developing suicidal tendencies. It is worth noting that gender conflicts are a principal cause of inferiority complex (Eifler and Seifert, 2009). This is a psychological state of an individual feeling worthless in a group where the other members appear to be intimidating such an individual.
Another possible effect of the gender conflicts on the relationships among the individuals is the negative effect of poor cooperation or weak teamwork spirit. Cooperation is the act of people using combined effort through mutual obedience to achieve a common objective (Ridgeway, 1992). Such mutual obedience is impossibility where there are prejudices and opinionated judgments within a group. Members of a group cannot cooperate if they cannot trust one another. It is a matter of common knowledge that trusts cannot exist where there is a conflict between the parties that are supposed to cooperate. Coldiron (2003) explains that for there to be teamwork, all members of the group must be equal or must come up with such mechanism as will make them appear equal. In the absence of such mechanisms, which may be rules and regulations, gender bias and discrimination is likely to take place.
Uncalled-for competition is another possible effect of the gender conflict. Such competition may not be as aggressive as the usual competitions in other fields of the economy, but has grave effects. Competition among the members of either gender can create mistrust among the school age students, including those in the higher institutions of learning (Larbalestier, 2001). Such competitions cause the students to lose focus on their studies as they spend more time and power into the quest for superiority. The long-run result is that there will be enmity among the student. Such nasty relationships are likely to become an integral characteristic of the generation that institutions release into the corporate world. In the corporate world, surviving when one has a nasty relationship with their colleagues is a very difficult affair (Behera, 2006).
According to Drudy et al (2005), gender conflicts are likely to minimize the chances of peaceful coexistence among the members of society. Such members of society will always see one another as a threat to their well being. For instance, in countries where either gender considers itself oppressed by the legal structures, members of such gender may take t the streets in peaceful demonstrations or violent protest. As they protest against alleged oppression by the opposite gender, they create an environment of mistrust and suspicion. Such suspicion and mistrust may cause the members of the gender that is alleged to be favored to feel threatened and hated by the opposite gender. Eifler and Seifert (2009) argue that gender conflict is a serious threat to peaceful coexistence. They recommend that it is upon the authorities to ensure a stage of balance in the manner in which they implement and enforce the law. They recommend that the legal framework should address gender sensitive issues in a carefully calculated way so that they may not injure the status of either gender.
Same sex relationships have been seen as serious taboos in various communities globally for quite a number of years. Until recently, lesbians and gay men were seen as evil doers and unsociable individuals. Much as they have been given a green light in a number of developed countries, the relationships of such nature remain seriously offensive (Jacobs et al, 2001). It is quite sad that such relationships can be connected to the gender conflicts. Some individuals, according to Mazurana et al (2005), get so much affected by the gender conflict to the degree that they do not wish to interact with the opposite gender, be it sexually or intimately. As such, they opt to cut their links to the opposite sex for good by opting to engage in love relationships and sexual affairs with people of the same sex. Smith and Skjelsbak (2001) say that some of the individual of the gay community are homosexual because they have been offended at some point by an affiliate of the opposed sex. For instance, a lady who was defiled when she was a young girl might develop a negative attitude towards men forever. As such, she will only feel out of harm's way in the company of ladies. This will lead to her becoming a lesbian. Such behaviors are quite antisocial, and it is for this reason that Bannon et al (2000) describe gender conflict as the worst social phenomena as far as sexuality is concerned.
Gender inequality and discrimination are among the negative effects of the gender conflict. Discrimination is a threat to the wellbeing of a community, as well as an individual. Discrimination refers to an act of treating a person in a negative manner following their background, sex, age and other prejudices (Ridgeway, 1992). Inequalities, on the other hand, are imbalances in the treatment and consideration of either gender. According to Jacobs et al (2004) the gender conflict has both the constructive and the negative aspects of it. Looking at the conflict optimistically, it can be realized that it is a motivating factor of development. To an optimistic individual, the gender can be a positive challenge and in a bid to face and tackle the challenge, they work harder. In college for instance, the conflict may motivate the girls to work hard in trying to prove that they can indeed do that which man can do Bannon et al, (2000).
In conclusion, it is quite evident to see that from the above discussion, the gender conflicts have more harms than good. Such negative aspects include inequality, lack of trust, poor performance, un-called-for competition as well as low self worth and morale. Such negative influences are likely to negatively impact on the interests of the society. It is, however, critical to note the fact that there are a number of positive results that are associated with gender conflicts. One such impact is the inspiration to work extra hard in a bid to prove oneself worth and individual capacity.
References
Bannon, I., Frerks, G & Bonta, T. (2000). Gender, Conflict and Development. Washington: The World Bank
Behera, N. (2006). Gender, Conflict and Migration. London: SAGE Publications
Coldiron, A. (2003). English Printing, Verse Translation and the Battle of Sexes: Women and Gender in the Early Modern world. Burlington: Ashgate Publishing Company
Drudy, S., Martin, M., Woods, M & O’flynn, J. (2005). Man and the Classroom: Gender Imbalances in Teaching. New York: Routledge
Eifler, C. & Seifert, R. (2009). Gender Dynamics and Post Conflict Reconstruction. Frankfurt: Peter Lang
Jacobs, S & Jacobson, R. & Marchbank, J. (2004). States of Conflict: Gender, Violence and Resistance. New York: Zed Books Ltd
Larbalestier, J. (2001). The Battle of Sexes in Science and Fiction. Middletown: Wesleyan University Press
Mazurana, D., Raven-Roberts & Parpart, J. (2005). Gender, Conflict and Peacekeeping. Oxford: Rowman & Littlefield Publishers, Inc
Ridgeway, C. (1992). Gender, Interaction and Inequality. New York: Springer-Verlag
Smith, D. & Skjelsbak, I. (2001). Gender, Peace and Conflict. London: SAGE Publications Ltd
