The Paraprofessional-to-Teacher Experience: Moving From the Margins to Front and Center

This study outlined a qualitative case study research of paraprofessionals from marginalized communities. The purpose of this case study was to investigate the barriers that nontraditional students enrolled in the Metropolitan School of Teaching program experience when earning a teaching degree and working as a paraprofessional, as well as the sociocultural influence(s) that help them develop their teaching philosophy, with a focus on Culturally Responsive Pedagogy (CRP). Paraprofessional hiring pools have tended to be more diverse than teacher hiring pools and changing demographics across the nation could highlight the importance of CRP approaches in education (U.S. Department of Education, 2023; Villegas & Clewell, 1998). Four participants engaged in one-on-one semi-structured interviews, a focus group discussion, and document analysis (reflective papers, presentations, and lesson plans). This research revealed perceived difficult teacher-paraprofessional dynamics, lack of district support, and complex higher education systems as barriers to accessing the teaching profession. The research findings suggested practical support for paraprofessionals through mentorship, meaningful relationships, and intentional programming as necessary for the perseverance of nontraditional students. Finally, it conceptualized how personal experience(s) and coursework influenced the future use of CRP and Culturally Responsive Teaching (CRT) into their teaching philosophy and future classrooms.