The relationship between differential item functioning (DIF)and test item context effects was studied in an investigation of whether the patterns of gender DIF in parcels of items are influenced by changes in item position, as seen in two forms of a test. A second aim was to determine whether performance of male and female test takers is differentially affected by variation in item position. Items were studied collectively to detect differential bundle functioning (DBF) within content areas of the Midwestern Mathematics Placement Exam, a test for college freshmen. Data from 5 test administrations and 2 test forms for over 5,000 students were used. The simultaneous item bias statistic and the bias estimator, beta, were calculated with the SIBTEST computer program. There were changes in the amount of gender DIF present when the SIBTEST results for forms 1 and 2 were compared. Results from the DBF analyses suggest that analytic geometry items were differentially easier for women on form 2. The idea of DBF is a useful addition to the study of DIF in that this approach provides added power for detecting patterns of differences. An appendix describes test item attributes.(Contains 5 tables and 27 references.) (SLD)