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In this qualitative study, researchers describe how 38 students constructed issues of power and authority during a pilot implementation of a residentially based self-governance program: the community Standards Model (Piper, 1997). Students' perceptions illustrated multiple constructions of power in four theme areas: (a) power as a possession versus power as an interrelational act, (b) power with versus power over, (c) content and process dimensions, and (d) staff and student talk. As a result of an enhanced understanding of studentstaff power relations as perceived by students, we propose two interrelated, transformative conditions for promoting shared authority among students and student affairs professionals in ways that foster learning, while also minimizing acts of student resistance.

journal of student affairs research and practice

How Students Negotiated Power &amp; Authority Issues in a Residential Community Standards Program: Implications for Creating Empowering Educational Settings