Participation in collaborative learning environments has demonstrated significant learning advantages due to opportunities for group members to contribute to shared problem-solving processes, shared goals, and co-elaboration of knowledge. Furthermore, research has shown that higher levels of social perceptiveness are positively correlated with higher levels of group performance. However, collaboration is not always successful, sometimes exhibiting imbalances of power and status. In this study, positioning theory and interaction analysis were used to investigate (a) interactions in four racially and gender-mixed groups (of three university students each) working with technology and (b) their negotiated positions of power and status. Results showed that racial minority group members experienced a lower status as measured by behavioural indicators and rated participation as more inequitable. Results were exacerbated when minorities were also females Findings demonstrate the usefulness of positioning theory for examining collaborative interactions and have important implications for future CSCL research in both organisational and classroom settings.