The control orientation of educators may predispose them to resist compromising in conflict for fear of appearing ineffective to their colleagues. Students' and community groups' nonnegotiable demands may also induce this fear and resistance to compromising. Subjects who believed their group member evaluated them on resisting intimidation, compared to gaining tangible outcomes, did resist agreements with the low-power person and developed competitive attitudes toward him. Subjects confronted with a nonnegotiable demand, compared to a negotiable demand, tended to resist reaching an agreement and did develop competitive attitudes. The race of the other bargainer did not appear to affect significantly subjects' reactions. Results imply that reducing the pressures on educators to be in control can help them manage their conflicts constructively. (Author)