Preparing Paraprofessionals to Become Teachers: A Study Examining the Effect of Catalytic Interventions

Abstract

New York State, in all of its regions, has a growing number of diverse public-school students, including many immigrant groups, accounting for a significant change in the ethnic and racial demographics of the state’s student population. Despite the rapidly changing student population, the teaching force nonetheless remains disproportionately White and populated primarily by women. A growing body of research suggests that the ranks of paraprofessionals, many of whom are already working in schools, may be the ideal population from which to develop a more fully diversified teaching candidate pool. Informed by a theoretical lens of social reproduction and drawing from an expansive data set, this research surveys the unique barriers that paraprofessionals face in accessing information about licensure and navigating local and state requirements. Specifically, the current work examines the needs of candidates at an urban community college and presents findings from a pilot support program designed to increase paraprofessional credentialing leading to teaching licensure. The findings of this work highlight not only the need for teacher and paraprofessional preparation programs to alter recruiting and skill-acquisition practices but also the need for continued research to better understand how to support multiethnic, multilingual, and multiracial teacher candidates.