Interpersonal Communication In Mean Girls

Abigail Greenberg Greenberg 1

Martha Schwer

Oral and Interpersonal Communication

May 11, 2015

I chose Mean Girls to analyze because this film is relatable and I have been quoting it since 2004. Mean Girls is set at North Shore High School in Evanston, Illinois. The high school in the film does not actually exist but is based off of New Trier High School located in Winnetka, Illinois. I am originally from Northbrook, Illinois and attended a high school only ten minutes away from New Trier High School. Therefore, I find this film to showcase what I went through in high school in the north shore suburbs of Chicago. The culture depicted in this film accurately shows cliques, stereotypical mean girls, and gender relationships. I knew what it was like to see mean girls yet didn’t truly understand how it affected others. I was intrigued to analyze the communication and culture throughout this film. After watching Mean Girls, I chose to

analyze the character Regina George, who is the leader of the mean girl clique, “The Plastics”. Regina is not a competent communicator because she does not exhibit any empathy towards others and lacks skill at performing behaviors such as listening or seeing situations more than just from her own perspective.
Regina George’s behavior throughout the film suggests that she is not a competent communicator.

According to the textbook, “Choosing the best way to send a message is rather like choosing a gift: What is appropriate for one person won’t be appropriate for another one at all”(Adler, 29). Regina George does not have the ability to choose the most appropriate behavior in a situation. Regina's sense of control, manipulation and superiority grew as a result of her mother. Mrs. George tried to be a "cool mom" by letting her daughter loose. The special ingredient behind Regina's communication was her sex appeal, and the insecurity of others. Regina George’s behavior is only supportive of her own actions and if the actions of others benefit her. Regina George has coercive power, which the textbook defines as, “the power to influence others by the threat or imposition of unpleasant consequences”(Adler, 290). Regina has coercive power among her peers at school because they fear that crossing her will cause her to retaliate and harm

them.
Regina views herself as the most important person in the world. Communication competence is defined as, “achieving one’s goals in a manner that, ideally, maintains or enhances the relationship in which it occurs” (Adler, 25). Regina George’s Plastics clique consists of Gretchen, Cady, and Karen. Self-deprecation has become a social norm in their group and it breeds even more insecurity within the individual, yet makes other members of the Plastics feel slightly better about themselves. For example, Karen states, “At least I don’t have shoulders like Gretchen.” The girls use this tactic to bolster their confidence despite the fact that they tear each other down in the process. The “friends” are constantly making snarky comments towards one another in a battle to gain Regina’s approval. Regina never cares to ask about anyone but herself, which reveals her inability to be a competent communicator. Regina never shows empathy towards another person whatsoever.
Regina’s conflict style is indirect aggression, which is “conveying a message in a roundabout manner, in order to save face for the recipient” (Adler, 250). Throughout the movie, Regina is constantly attacking others based on their outfits or lack of popularity status behind their backs in her “burn book”. Regina specifically attacks Cady, who recently joined the Plastics. Throughout the film, the Plastics compete within their own group for dominance. When Cady develops a crush on Regina’s ex-boyfriend Aaron, something strictly forbidden in girl world, Regina finds out and pretends to not mind. However, Regina is scheming to ensure that nothing happens between her ex and her new friend. Regina calls upon her queen bee status by involving Cady and Gretchen in a three-way calling attack where Regina is talking to Cady with Gretchen silently listening in. Regina discloses that she knows Cady’s “secret” and that Gretchen was responsible for this knowledge. Later in the film, Regina devises lies and rumors about Cady in order to turn Aaron’s attentions back to her, which is a prime example of indirect agression. In turn, Cady adopts Regina’s indirectly aggressive tactics, insisting that she is fine with the situation. Towards the end of the film, the high school holds a make over workshop day for the junior girls. The first question addressed at the workshop was, “Raise your hand if you’ve ever felt personally victimized by Regina George.” The entire class of junior girls raised their hands, including teachers. Regina is best characterized by narcissistic personality disorder, as she constantly needs admiration and lacks empathy. Regina’s conflict style is due to her culture and her fascination with winning and power. Regina does not maintain relationships on terms acceptable to all parties because she uses her aggression to victimize others (Adler 22).
The conflict between Regina and Cady would be very difficult to resolve in a win-win answer. In win–win problem solving, “the goal is to find a solution that satisfies the needs of everyone involved. Not only do the parties avoid trying to win at the other’s expense, they also believe that by working together it is possible to find a solution that allows both to reach their goals” (Adler, 260). Cady and Regina are unable to work together to reach their goals. I would suggest a compromise solution to the conflict. A compromise gives both parties at least some of what they want, though both sacrifice part of their goals. The culture of the north shore high school girl world prevents both characters from getting what they want and remaining popular. Therefore, Cady goes back to being an invisible transfer student from Africa and Regina channels her aggression by joining the lacrosse team. They are both compromising the jealously towards one another in a situation that does not involve a win-win for both characters.
Throughout this class, I have learned many styles of communication and what it means to be an effective communicator. Communication is the key to any relationship and those who do not use realistic methods of resolving conflict have a harder time communicating with others and growing as an individual. I learned many strategies and barriers to group work along with ways to organize and assign tasks to other group members in order to succeed at the given assignment. One area that my communication skills need to be improved upon is checking the understanding of my partner’s needs. I find myself assuming things rather than asking for clarification. I need to ask more questions about my partner’s needs until I am certain I understand them. I find myself being able to use multiple types of conflict resolutions to express my needs without judging others or dictating them. I have learned to remain positive when conflict arises and actively engage in listening and conversing with others in order to build lasting relationships in my life that will only grow stronger.

Works Cited
Adler, Ronald, and George Rodman. Understanding Human Communication. New York: Oxford UP, 2012. Print.

Mean Girls. THEVID Technicolor Distribution Services, 2004. DVD.