The Influence of Facilitator and Facilitation Characteristics on Participants' Ratings of Stepfamily Education

We examine the relative importance of facilitator and facilitation characteristics on participant ratings of a stepfamily education program. Data from 48 facilitators and 598 participants suggest that quality facilitation is more meaningful to participants than whether facilitators have comparable demographic characteristics or life experiences. Hierarchical regressions identified time management effective use of personal experiences, and clear explanation of material as key facilitation skills. Popular assumptions about participant‐facilitator similarity and implications for programming are discussed.