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Reimagining Pathways for Educational Equity in School-Based Partnerships: An Early Childhood Case Study

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Title: Reimagining Pathways for Educational Equity in School-Based Partnerships: An Early Childhood Case Study
Language: English
Authors: Lindsay Meeker, Boh Young Lee, Carla Paciotto, Gloria Delany-Barmann (ORCID 0009-0004-2615-8938)
Source: School-University Partnerships. 2026 19(1):68-88.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Higher Education
Postsecondary Education
Descriptors: Equal Education, Diversity Equity and Inclusion, Paraprofessional School Personnel, Teacher Shortage, Early Childhood Education, Partnerships in Education, College School Cooperation, Rural Schools, Student Diversity, School Districts, Child Care Centers, Low Income, Teacher Education, Alternative Teacher Certification, Nontraditional Education, Barriers, Postsecondary Education, Credentials
Geographic Terms: Illinois
DOI: 10.1108/SUP-05-2025-0025
ISSN: 1935-7125
2833-2075
Abstract: Purpose: In the context of the ongoing national teacher shortage crisis and the escalating attacks on diversity, equity and inclusion (DEI) initiatives that threaten teacher quality and equitable learning opportunities for historically marginalized student populations (e.g. early childhood, special education and English learners), this article reports findings from a mixed-methods, action-oriented and equity-centered study of the Paraprofessional Teacher Education Option (PTEO) at an Illinois university. The program is designed to mitigate the teacher shortage, diversify the early childhood educator pipeline and elevate teacher quality in rural communities through an inclusive, community-based licensure pathway. Design/methodology/approach: Grounded in Dr. Tara Yosso's (2005) Community Cultural Wealth (CCW) framework, this study recognizes and values the aspirational, navigational, social, linguistic, familial and resistant capital that rural paraeducators bring to the teaching profession. Rather than framing these educators as "nontraditional" or "deficient," the PTEO approach repositions their lived experiences, community knowledge and professional resilience as critical assets for transforming early childhood education. Findings: Findings reveal that state grants and scholarship funds targeting structural barriers, combined with flexible advising, mentoring and culturally responsive academic pathways, were pivotal to the program's success. The PTEO's innovative credit transfer and credentialing processes exemplify an asset-based, equity-driven model that bridges macro-level state policy constraints with the micro-level realities of individual learners' lives. The program expanded opportunities for predominantly female paraeducators facing systemic income inequities and created a replicable model for advancing racial, gender and geographic equity in teacher preparation. Originality/value: Ultimately, this article contributes to a growing body of scholarship that calls for transformative, justice-oriented approaches to teacher education -- approaches that not only prepare teachers but also disrupt deficit narratives and center the CCW of educators from marginalized and rural communities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508249
Database: ERIC
FullText Text:
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  Data: Reimagining Pathways for Educational Equity in School-Based Partnerships: An Early Childhood Case Study
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  Data: <searchLink fieldCode="AR" term="%22Lindsay+Meeker%22">Lindsay Meeker</searchLink><br /><searchLink fieldCode="AR" term="%22Boh+Young+Lee%22">Boh Young Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Carla+Paciotto%22">Carla Paciotto</searchLink><br /><searchLink fieldCode="AR" term="%22Gloria+Delany-Barmann%22">Gloria Delany-Barmann</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-2615-8938">0009-0004-2615-8938</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School-University+Partnerships%22"><i>School-University Partnerships</i></searchLink>. 2026 19(1):68-88.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+Equity+and+Inclusion%22">Diversity Equity and Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Paraprofessional+School+Personnel%22">Paraprofessional School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Shortage%22">Teacher Shortage</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care+Centers%22">Child Care Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income%22">Low Income</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Teacher+Certification%22">Alternative Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Nontraditional+Education%22">Nontraditional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Credentials%22">Credentials</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
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  Data: 10.1108/SUP-05-2025-0025
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  Data: 1935-7125<br />2833-2075
– Name: Abstract
  Label: Abstract
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  Data: Purpose: In the context of the ongoing national teacher shortage crisis and the escalating attacks on diversity, equity and inclusion (DEI) initiatives that threaten teacher quality and equitable learning opportunities for historically marginalized student populations (e.g. early childhood, special education and English learners), this article reports findings from a mixed-methods, action-oriented and equity-centered study of the Paraprofessional Teacher Education Option (PTEO) at an Illinois university. The program is designed to mitigate the teacher shortage, diversify the early childhood educator pipeline and elevate teacher quality in rural communities through an inclusive, community-based licensure pathway. Design/methodology/approach: Grounded in Dr. Tara Yosso's (2005) Community Cultural Wealth (CCW) framework, this study recognizes and values the aspirational, navigational, social, linguistic, familial and resistant capital that rural paraeducators bring to the teaching profession. Rather than framing these educators as "nontraditional" or "deficient," the PTEO approach repositions their lived experiences, community knowledge and professional resilience as critical assets for transforming early childhood education. Findings: Findings reveal that state grants and scholarship funds targeting structural barriers, combined with flexible advising, mentoring and culturally responsive academic pathways, were pivotal to the program's success. The PTEO's innovative credit transfer and credentialing processes exemplify an asset-based, equity-driven model that bridges macro-level state policy constraints with the micro-level realities of individual learners' lives. The program expanded opportunities for predominantly female paraeducators facing systemic income inequities and created a replicable model for advancing racial, gender and geographic equity in teacher preparation. Originality/value: Ultimately, this article contributes to a growing body of scholarship that calls for transformative, justice-oriented approaches to teacher education -- approaches that not only prepare teachers but also disrupt deficit narratives and center the CCW of educators from marginalized and rural communities.
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        Value: 10.1108/SUP-05-2025-0025
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      – Text: English
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        PageCount: 21
        StartPage: 68
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Diversity Equity and Inclusion
        Type: general
      – SubjectFull: Paraprofessional School Personnel
        Type: general
      – SubjectFull: Teacher Shortage
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: School Districts
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      – SubjectFull: Child Care Centers
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      – SubjectFull: Low Income
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      – SubjectFull: Alternative Teacher Certification
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      – SubjectFull: Nontraditional Education
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      – SubjectFull: Postsecondary Education
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      – SubjectFull: Credentials
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      – SubjectFull: Illinois
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      – TitleFull: Reimagining Pathways for Educational Equity in School-Based Partnerships: An Early Childhood Case Study
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