Building a New Path in Real Time: Parenting, Purpose, and the Road to Education
Posted by katie.weibel
For Richard, coming to PCC wasn’t about starting over—it was about finding a path that fit the life he was already living.
A Philadelphia native, Richard moved to Portland in 2013 and had spent most of his working life in food service. He briefly attended college right out of high school but, at 19, school didn’t feel like the right place for him. Instead, he leaned into creative, hands-on work in restaurants, where he eventually met his wife.
Then life changed—quickly. During the pandemic, both Richard and his wife lost their restaurant jobs. Around that same time, his wife began working toward her associate degree while Richard continued working. After she graduated and found a job, their family dynamic shifted: Richard stepped into the role of primary caregiver for their first child—just as they learned they were expecting their second.
In the early years of raising two young children, Richard was, as he put it, “in the weeds”—fully immersed in the day-to-day realities of caregiving. It was his wife who helped him begin to look up and think more about the future.
“She was the one who really encouraged me to think about what work could look like once the boys were in school,” he shared.
As their oldest approached preschool age, that question became more immediate. Going back to the kitchen didn’t feel sustainable—physically or emotionally. The long, evening hours would mean missing time with his kids, and his body was telling him it was time for something different.
A conversation with a friend who worked in public schools sparked an idea he hadn’t seriously considered before: education.
“I’ve always been interested in teaching,” Richard shared. “And I realized if my kids were going to be in school, having the same schedule really mattered.”
That curiosity led him to PCC, where he connected with Career Pathways & STEP and began working toward an AA in Education while preparing for a future paraprofessional role. Because his youngest hasn’t yet started preschool, Richard can’t complete his practicum just yet—but instead of rushing, he’s pacing himself. He takes a couple of classes each term while staying home with his youngest, plotting his next steps and staying engaged.
Balancing school with caregiving hasn’t been easy, but it’s been intentional.
“Routine really matters to me,” he said. “But being a parent has also taught me to be adaptable.”
With the support of his wife, extended family, and STEP, Richard has learned how to make school fit into the margins of his day—often through online classes, careful time management, and flexibility when life inevitably changes.
That flexibility became especially important early on, when his family had to move just as he was starting school. Having a STEP coach to talk things through made a huge difference.
“I hadn’t been in a classroom since 1998,” he said. “I was nervous. But having someone to check in with—especially someone who understood both parenting and school—made it feel possible.”
Through regular conversations with his coach, Tu, Richard has been able to reassess each term, adjust plans when circumstances shift, and stay grounded when things feel uncertain.
Progress, for Richard, isn’t about speed—it’s about staying connected.
“Even though my practicum is still ahead, staying engaged in school right now matters,” he said. “It keeps me moving forward.”
Along the way, he’s discovered strengths he didn’t expect. He’s found that he enjoys writing—something a professor encouraged him to explore further. With life experience behind him, coursework feels different than it did at 19.
“When you’re younger, all you really know is high school,” he reflected. “Now I bring a lot more perspective.”
Being a parent has also shaped how he thinks about education and working with students. Studying human development while watching his own children grow has made learning feel immediate and meaningful—and reinforced his desire to be in classrooms supporting kids where they are.
Looking ahead, Richard is excited about eventually stepping into a school community—not just as a professional, but as a parent invested in the system.
“We need people in public schools,” he said. “Paraeducators are so important. I’ve met a lot of really good people through this program, and it feels like meaningful work.”
One day, he hopes to walk his kids across the street to school—and maybe even work there himself.
For other student-parents who aren’t sure college is possible, Richard’s message is simple:
“It is possible. It feels daunting—especially with kids—but life is always changing anyway. You adapt.”
His journey is a reminder that progress doesn’t have to be rushed to be real—and that with the right support, it’s possible to build a future that honors both family and purpose.
