Examining how students respond to gender-related issues, a study observed six classroom discussions of Fundamentals of Interpersonal Communication, an introductory level college course which integrated gender issues. Four different classes, each consisting of 25-30 male and female students averaging 18-20 years of age, participated in the study. During a three month period, three of the classes were observed once, and one class was observed three times. Student responses to various gender-related topics (male inexpressiveness, non-verbal communication and power, gender differences in friendship, and language as a man-made system) were recorded and analyzed, following a phenomenological method of description, reduction, and interpretation. An observational approach was used in order to focus on the dynamics specific to the classroom setting. All student expressions were sorted into groups consisting of similar expressions, which were then organized into 13 thematic categories or clusters. Finally, these categories were ordered along a continuum ranging from complete denial to a relative understanding of women's oppression. The essence of each category is stated in a sentence from the students' perspective, and a brief summary paragraph elaborates on the category's theme. (Twenty-three references are appended.) (MM)