Five of us said our class backgrounds are the same as those of the students in our programs. Seventeen women said they work with women from different class backgrounds than themselves. Most of these women explained these differences in terms of economics, and described the students as being "poor," "on fixed incomes," "working class," "unemployed," or "on social assistance."

Again, in the second interview some women talked about becoming aware of their assumptions about the lives of the students they work with. One pointed out how surface similarities can mask real differences in experience.

I have two children, a lot of people in my class have at least two children. But the way we regard our children is not the same. The way we raised them isn't the same. The expectations we have for them aren't the same. But at the same time we have a lot in common...Women in my classroom are poor. They all are, every last one of them. And I'm not by comparison. I don't feel rich, but by comparison I have my own house, we have two cars and most of these students don't have one. So they probably think I'm pretty rich and I don't feel like it. (Vicki Noonan, Malaspina College)

Thirteen of us said we are working with women whose abilities are labeled differently than our own.

I work with women with disabilities in many cases. For example, women who are blind or have other disabilities. I often work with people who have less formal education.

Some are labeled "mentally retarded" or "developmentally delayed." Physical disabilities confine some to wheelchairs. Others suffer from emotional instability due to abuse and being shuffled around.

Physically, emotionally, and sexually abused women; drug and alcohol affected and damaged mentally.

I was never labeled around my personal abilities as many of the women I work with have been. There were personal labels in my life that stem from class or income which led to assumptions about future, but not about personal abilities.

• Our reflections on difference

When we raised the question of differences among staff and students during the second interview many women talked about the importance of acknowledging our power as instructors. Often this power related to how students might perceive us.