Using Status Characteristic Theory as a theoretical framework, increasing status distinctions between professional group members were predicted to decrease the quantity of task related information and quality of decisions made in small problem-solving groups. Three experimental conditions were created: (1) occupational prestige manipulated, (2) prestige and age varied, (3) age, race, and prestige varied. One hundred forty nursing students participated. Interaction was scored from videotaped discussions. Some of the findings were that groups in condition two brought more information into the discussion, and their decisions were judged higher in quality. Other data suggest that performance in the other two conditions was inhibited by the occurrence of a status struggle. Also included are 11 tables and a 14-item bibliography. (Author/BP)