Code | Description | Example |
---|---|---|
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.” |