Since spring of 2020, our ‘new normal’ world pivoted towards online spaces. This changed where formal teaching and learning interactions unfolded, and also shifted the conditions for participation in teaching, learning and research activities calling into question how and where inequitable power dynamics are (re)produced in these ‘new’ spaces. In this paper, we reflect on the affordances and constraints of community-engaged research with middle school youth in online virtual design meeting ‘rooms.’ Drawing on critical postmodern and queer feminist constructions of space, the university researchers explicitly worked towards Rightful Presence when structuring and facilitating the online design meeting room. We argue that virtual spaces are not neutral and are shaped through settled power dynamics that can further (re)produce inequitable conditions for participating and/or open new possibilities for disrupting settled adult-youth powered relations by both youth and adults.