Running head: RELATIONAL DIALECTICS AND EDUCATIONAL EXPERIENCES 1

Relational Dialectics and Educational Experiences

Andrea J. Smith

Columbus State University

Author Note

Andrea Smith, Communications Department, Columbus State University.

Correspondence concerning this article should be addressed to Andre Smith, 3122

Thornberry Circle, Phenix City, AL 36867. Contact: smith_andrea5@columbusstate.edu

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Abstract

Using relational dialectics, this paper explores the experiences of first generation students

(FGS), African-American college students, and mature (or returning) college students. This

paper will also discuss the student-teacher relationship and how it impacts the learning

environment. While the majority of this paper does focus on an educational experience, it also

examines how the relational dialectics learned early in adolescents impacts their adulthood.

Keywords:​ Relational Dialectics, College Education Experience, Student-Teacher

Relationship
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Relational Dialectics and How They Impact Educational Experiences

Researching relational dialectics and how they impact a student's educational experiences

was the overall objective of this paper. Beginning with a more in-depth explanation of relational

dialects, I further explored how those dialectics impact a student’s education as well as the

ability to predict adult social functioning later in life. The basis of relational dialectics is the

“push-pull” aspect of all relationships. I have been fascinated with researching student

experiences in college and high school and how those experience shape interpersonal

relationships during those times as well as later in life. The goal of this paper is to compare

student experiences and further understand the needs of each individual student.

Literature Review

In Baxter’s (2004) essay on relational dialectics, she expands further on the definition and

concludes there are three areas of “push-pull” in all relationships. Baxter identified three key

areas “integration-separation, stability-change, and expression-no expression” (p. 181). I used

this essay as the foundation for understanding scholarly research in three distinct educational

experiences, first generation students (FSG), African-American students, and mature (or

returning) college students.

In an interview based focus group study (Lowery-Hart, & Pacheco Jr., 2011) it was

determined two dialectics become clear ("in versus out" and "talking versus silence"). Students

expressed fear of "fitting in" and struggled with the need to remain outside of the "in group".

This could be seen when students chose to engage in conversation or remain silent depending on

their confidence level. The study determined that first generation college students tend to

ostracize themselves as a group of similar interests due to their personal identities. These
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students did not like being "singled out" as a group that might need more help than other

students. Fears of judgment from peers was a large factor in the perception of FGS. The study

determined the creation of a student organization that focused on the FGS including education of

their family units. The study also acknowledges the resistance of FGS to join or create this

organization due to their perceived judgment by others. Because these students judged

themselves for being FGS, they assumed others would as well.

Similar to the FGS study, Oboyle (2014) uses interviews to examine adult ("mature")

students who have reentered college later in life and how they integrate themselves into college

"life". The sense of "separateness" these students leads to feelings of apprehension about going

back to school (p. 169). This interpretive study determines these mature students tend to form

friendships with students in similar situations. Through these friendships, these students have an

outlet to discuss their experiences from college life and "real" life (p. 181). The

difference-similarity dialectic explains the apprehension these students feel about being part of

campus culture and different from their younger peers. Study of group based assignments

furthered the perception of differences between two ages groups (p. 180). These mature students

would often laugh at their "otherness" and almost wear it as a badge of honor (p. 181). These

tensions did not hurt the college experience of the mature students, in fact, they seemed to enjoy

college more. Mature students were observed having more confidence when it came to asking

the professor questions (p. 180-181), almost as though being a mature student gave them a "free

pass" to sit in the front of the class or ask for help. Different than FGS these mature students

used this “free-pass” to remain outside of the group and did not feel pressured to be in the

“in-crowd”.
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The push-pull dynamic continues to become evident in the African-American college

experience. Using focus groups it researches the way African-American students struggle with

wanting to better their education and how they are perceived in the African-American

community. It also takes a look at how college is perceived to be a "White man’s world" and the

dialectical tensions these students face due to feeling like they are outcasts (Simmons, Lowery,

Wahl, & McBride, 2013). This might lead to a student hiding parts of their true selves when they

are in their home environment (Simmons et. al, p. 384). It was discovered they feel as though

they have been accepted into college due to the need of colleges to meet certain diversity

standards (Simmons et. al, p. 388). This has an impact on the meaning-making process of these

focus group members. Like the study for FSG- a program dedicated to the education of the

families of these students as well as training of classroom and administrative staff to better

understand their culture are two suggestions from the study (p. 390).

This led to the reading of the essay “Relational Reconciliation: Toward a More

Comprehensive Model of Relational Development” (Rudick & Golsan, 2014). In this essay,

emphasis on the student-teacher relationship studies how those relationships impact learning

outcomes for students. The essay expresses an overemphasis on deterministic logics and

examines learning outcomes other than student performance on state mandated tests. The student

teacher relationship is intrinsically valuable, however, current studies overlook teachers who

may manipulate students using relational communication strategies (Rudick et. al, p. 263). Are

the intentions of the teacher pure? Are they honestly trying to determine what is best for each

student, or do they merely see the student as a means to an end? This can create inauthentic

relationships (p. 263). Students may not pick up on the manipulation of the teacher and be
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blindsided when they discover (if they ever do) that the teacher was treating them a certain way

in order for the teacher to have better evaluations. It is more important for an authentic

relationship to occur, if the relationship is manipulated by a teacher for their gain, this creates

major issues for the student. This does not mean these relationships cannot be goal oriented.

Student-teacher relationships are complex; they must be studied in-depth. This essay lays the

foundation for understanding and outlines further research to be conducted. It calls for all

scholars to come together to understand the past and identify new areas of research for the future

(p. 269).

Discussion

Relational Dialectics Theory (RDT) is used in all the above research. This research can

now be expanded upon (as mentioned above) for all educators to better understand students in a

group dynamic as well as on an individual level. They can then tailor their teaching style based

on the research above in order for all students to be successful. Emphasis on pure intentions and

what is best for the students should be the overarching goal of each educational institution. They

are shaping tomorrow’s leaders as well as citizens of their own communities.

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References

Lowery-Hart, R., & Pacheco Jr., G. (2011). Understanding the first-generation student
experience in higher education through a relational dialectic perspective. ​New Directions
for Teaching and Learning, 127​, 55-68. Retrieved from ​www.galileo.com
O'Boyle, N. (2014, July). Front row friendships: relational dialectics and identity negotiations by
mature students at university. ​Communication Education, 63​(3), 169-191. Retrieved from
www.galileo.com
Patterson, B., & O'Hair, D. (1992). Relational reconciliation: toward a more comprehensive
model of relational development. ​Communication Research Reports, 9​, 119-129.
Retrieved from ​www.galileo.com
Simmons, J., Lowery-Hart, R., Wahl, S., & McBride, M. C. (2013). Understanding the
African-American student experience in higher education through a relational dialectics
perspective. ​Communication Education, 62​, 376-394. Retrieved from ​www.galileo.com
Baxter, L. A. (2004). A tale of two voices: Relational Dialectics Theory. ​The Journal of Family
Communication, 4,​ 181-192. Retrieved from ​www.galileo.com