Table 1 Code names, descriptions, and examples

Academic success

Expresses the intent or willingness to take into account students’ backgrounds, cultures or identity to set them up for academic success

“Definitely gender does. I see a lot of women in science who either have imposter syndrome or are not confident in their abilities. And I think that they're less likely to come and ask for questions. So I try to push them towards that.”

Cultural competence

Expresses the intent or willingness to set students up to understand things relevant to their own or other students’ cultures

“Because all the pictures were just sort of tan. […] When I'm doing skin are the ones that have lots of tattoos, or lots more piercings than here in western [state]. Some of my students have never traveled out of this area of [city], and sometimes those big earrings that kind of stretch the ear, but it's not a common sight that we see out here. And so trying to show them pictures of what people look like in other areas.”

Sociopolitical consciousness

Expresses the intent or willingness to help students use the discipline to develop the skills to critically “identify, analyze, and solve real-world problems” that tie to sociopolitical issues that directly impact the students being taught

This can include bringing up issues that are controversial

[Only one example, see Results section.]

Culture of no culture

Evidence that they believe that culture is somehow absent or neutral in their discipline

“So it doesn't matter where you were born, you know, the theory of evolution is still the same way.”

Identity: YES

There exists evidence that they intend or would like to take into account student identity in their teaching practice

“We have very high first-generation population. About a about a third or Hispanic […] So largely how those different student identities affect my teaching is for awareness in the barriers that some of them have, especially this semester [during the pandemic], some of them have home situations where it's really hard to focus on their work. […] I have a flexible extension policy because I know that sometimes they have to go to work.”

Identity: NO

Considers student identity as not playing a role in their practice

“No, it does not. I do have all kinds of the students. This time I do have a majority of the students,[…] most of them are from minority groups. It does not matter. It does not influence me.”