Situational influences on self-confidence and assertiveness in female and male graduate students in science and engineering were studied, based on responses from 328 Stanford University students (155 males and 173 females). Two dependent variables were used: an index of items measuring an individual's self-confidence in the ability to perform academic and professional work, and an index measuring an individual's sense of personal ability to act assertively in doing academic work. Three independent variables represented potentially supportive aspects of the environment: an index measuring perceptions of the quality of relations with the adviser, an index measuring perceptions of the availability of support from peers and faculty, and a global assessment of the amount of stress experienced in graduate school. Enrollment in a master's or Ph.D. program was also considered. Separate regressions were performed for men and women. The results suggest that women are sensitive to supportive features of the academic environment but fail to generally support such a conclusion about men. The supportiveness of the academic department failed to be a significant predictor. The perceived level of stress in graduate school was the strongest predictor of both assertiveness and self-confidence for women. (SW)