The extent of class participation of a group of college women is measured, and attitudes associated with high participation are identified. The following are studied: (1) Are high participant women (HPW) more assertive than low participant women (LPW)? (2) Do HPW hold more liberal views on women's roles than LPW? and (3) Do HPW have a more positive attitude toward the process and purpose of intellectual argumentation? Fifty-two female college students in eight seminar-type classes were observed for 30 minutes on two separate occasions. Assertiveness was measured with the Rathus Assertiveness Schedule, attitudes towards women's roles were measured by the Spence-Helmreich Attitudes Toward Women Scale, and attitude towards intellectual verbal argumentation was measured with the Robertson Intellectual Conflict Approach/Avoidance Measure. Data on class participation were gathered through direct observation by the Robertson Interaction Analysis System, self-reports, and teachers' reports. Results indicated that general assertiveness was positively related to self-report of participation, but not to observed participation. A low but significant correlation was found between liberal sex role attitudes and self-report, but not between observed behavior. HPW were more likely to have positive attitudes toward engaging in intellectucal argumentation than were LPW. (RL)