This study investigated the experiences of participants in Project PET (Para-Educators to Teachers), a Title VII program aimed at increasing the number of qualified and certified teachers in communities surrounding a northeastern U.S. city that is home to immigrants and refugees from a wide array of Spanish-speaking countries. Through Project PET, Latina paraprofessionals receive tuition toward a bachelor’s degree at a local college, assistance in seeking teacher licensure, and additional support from family and staff. Data from anecdotal records, surveys, and interviews indicated that participants had a variety of types of life experiences and knowledge (e.g., previous teacher training, college in their home country, and work in schools after moving to the United States). Participants viewed previous educational experiences and knowledge of bilingual students’ cultural backgrounds as strengths. Many commented that the project’s financial support was the only way they could pursue teacher licensure. Participants maintained high grade point averages. Key to participants’ success were family members and the Project PET cohort. Challenges included the English language, adjustment to U.S. higher education culture, and logistics (e.g., time management and child care). (Contains 20 references.) (SM) (ERIC No. ED466463)
