Despite ongoing national efforts to broaden participation in computing, the field continues to see significant under-representation of marginalized groups. Educators have adopted various student-centered practices in computing classrooms, but their impact on students from diverse backgrounds remains unclear. Building on our prior work, this study examines four such practices: late-submission, resubmission, review sessions, and meeting students, across two introductory computing courses with contrasting class sizes at different institutions. We identify qualitative themes from open-ended survey responses that reveal insights about how students experience these practices, with emphasis on the differences between the institutions. These findings contribute to ongoing efforts to create supportive and effective learning environments in STEM, providing actionable insights for educators aiming to improve student engagement, academic confidence, and overall success.