Date of Award
Spring 2026
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Suha Tamim
Abstract
This is an action research study that examined how an eight-week Culturally Responsive Instruction (CRI) Cohort influenced teachers' self-confidence when working with multilingual (ML) students. The primary objective was to explore changes in teachers' empathy toward ML students, uncover shifts in unconscious bias, assess the impact of translanguaging integration on teacher confidence, and evaluate overall self-confidence in serving ML learners. The study used a mixed-methods approach, combining pre- and post-intervention surveys, weekly reflective discussions, and practical classroom assignments to measure growth in teaching strategies and cultural mindset. Findings indicated that participants learned strategies to make instruction more accessible for ML learners and grew in their confidence in working with their ML student population. Consistent gains were noted across the CRI cohort, supported by participant reflections and coursework, indicating that the cohort intervention positively impacted participants’ self-confidence, instructional knowledge, and use of culturally responsive practices. Recommendations suggested that schools make this a recursive process, adding follow-up discussions and observations.
Rights
© 2026, Stasha Renee Grooms
Recommended Citation
Grooms, S. R.(2026). Teacher Self-Confidence and Cultural Responsiveness With Multilingual Students: A Mixed Methods Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8802