Diversifying pathways

Diversifying Pathways Project: A Cross-Institutional Partnership and Collaboration

The Diversifying Pathways Project is a partnership between the University of Washington Bothell, Marysville School District, Everett Community College, and Everett School District. The goal of this collaborative work is to develop and sustain cross-institutional partnership that support seamless academic student pathways for North Puget Sound residents from under-represented communities into teaching and healthcare careers.


We strive to eliminate educational inequities, increase economic prosperity and enhance the health of our communities by building cross-institutional support for students from systematically disadvantaged communities in the North Puget Sound to become professional and civic leaders.


To develop and sustain cross-institutional partnerships that support seamless academic student pathways for North Puget Sound residents from under-represented communities into teaching and healthcare careers. We will achieve this by actively reducing cultural and bureaucratic barriers within and across our organizations through strengthened collaborations and cross-institutional program design.

Cross Institutional Common Core Values

  • Engagement with Each Other and Our Communities: We will persist through the inevitable strains of organizational competition and unintentional barriers while continually consulting our communities concerning goals and priorities.
  • Equity: We pursue the reduction of ‘social determinants’ that limit aspiration and successes. We regard the following as key dimensions of equity: 1) aspiration, 2) access, 3) achievement, 4) economic progress and 5) engagement.
  • Partnership: We believe we can achieve together what is impossible within any single institution and that each partner has equal standing and value.
  • Accountability and Inclusivity: We commit to maintaining multiple voices and perspectives in every phase of our work and seeking continuous feedback from the communities and individuals we are striving to support.
  • Capacity Building: At the level of individuals, institutions and communities, we aim to support increased capacity to articulate and resolve barriers to success, prosperity and civic engagement.
  • Institutional Alignment and Coordination: We work within and across our institutions to make those changes that support success, reduce or eliminate additional economic burdens and encourage persistence.

5 Dimensions of Equity

  • Aspiration: Equitable aspiration allows for an individual to continuously negotiate multiple contradictory voices to co-create a vision of possible dreams that builds self-efficacy and contributes to a just society.  This dimension acknowledges that aspiration is systematically influenced and challenges the notion that individuals are void of hopes and dreams.

  • Access: Equitable access allows for an individual to experience a mutually beneficial relationship with the institution that creates a true sense of ownership, belongingness and familiarity. This dimension challenges the assumption that the community college open door policy equates to access for all, including historically underrepresented populations.

  • Achievement: Equitable achievement allows for an individual to exercise, refine, and acquire capacities (Cronon, 1998) that nurture and grow their talents both individually and as a member of a collective. This dimension challenges simplistic notions that achievement equates to individualistic accomplishments.

  • Economic Progress: Equitable economic progress allows for an individual to be a self-fulfilled, and contributing member of society, understanding and negotiating the interdependent relationship between equitable aspiration, economic capital, and community cultural wealth (Yosso, 2005). This dimension challenges the notion that it is necessary to sacrifice any of the above for the sake of economic and social mobility.

  • Engagement: Equitable engagement allows for an individual to exercise, refine and acquire capacities (Cronon, 1998) that can be used to exert influence within their social, cultural and political contexts to further equity and community well-being.  This dimension challenges the belief that participation is sufficient to exert influence.

Cronon, W. (1998).”only Connect…”. American Scholar, 67(4), 73-80.

Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.

To learn more about the history and creation of the Five Dimensions of Equity, go to Everett Community College's page on the Five Dimensions of Equity.

Want to get involved?


Kara Adams

Director of Community Engagement

Edward Buendia, Ed.D.

Dean and Professor
School of Educational Studies

Shari L. Dworkin, PhD, MS

Dean and Professor
School of Nursing and Health Studies


Project Management Partners 

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