Table 3 Collins’s domains of power identified in interviews with Black women community college and university students
Domain of power | Element of focus | Community College | University |
|---|---|---|---|
Interpersonal | Interactions between individuals | Positive student–student interactions, caring and encouraging instructors | Social isolation, instructors distant and uncaring, numerous microaggressions (i.e., ignored, talked over) |
Structural | Institutional structures | Small classes, teachers interact one-on-one encouraging and mentoring students, courses are perceived as interesting and enjoyable | Large, impersonal, lecture based courses. Few women of color in program. Course work disconnected from student’s interest and unenjoyable |
Disciplinary | Rules and enforcement | Not observable in the data | No consequences for students or instructors disrespecting each other. No attempt to set expectations of behavior regarding microaggressions and harassment |
Cultural | Expectations and norms | Classrooms are cooperative, culture of support when not understanding, teaching valued | Black women regarded as less competent and unexpected, quality teaching not valued, competitive environment |