A study was made of the impact of gender on learning in group relations conferences. Questionnaires were sent to 265 adults who participated in seven group relations conferences. The conferences varied in context and design, but each included a small group event highlighting reactions to consultant authority. Three-month follow-up data were collected from 60% of the participants. When the participants' self-assessed learning in relation to consultant and participant gender was statistically analyzed, 9 of IO significant effects favored the women consultants. Using Eagly's theoretical model of gender role differences in adults and psychodynamic group theory, the authors conclude that a complete explanation of gender's effects on learning must consider the "agentic" and communal dimensions of a group's task, the ambiguity of criteria for evaluating performance, women consultants' status, the gender composition of the group, and transference reactions.
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