This article examines reactions to the changing linguistic ecology in the U.S. state of Iowa, which is experiencing a demographic phenomenon often referred to as the New Latino Diaspora (NLD) (Hamann et al., 2002). We first examine the historical processes and social structures that link current language policy initiatives within Iowa to local and national nativism. We then analyze public policies and texts to reveal how language ideologies circulate across diverse texts and contexts, forming discourses that shape the experiences of Latin@s in Iowa.

This study uses a naturalistic inquiry approach to investigate how rural educators navigate the affordances and barriers of implementing an out-of-school program to identify and develop middle school STEM talent in rural communities. At the time of this study, the STEM program was in its fourth year of implementation. Participants included 34 educators and 324 students in Grades 6–8 across 10 school districts in a predominately rural state. We used maximum variation purposive sampling to select 3 of the 10 districts as case study sites. The cross-case analysis resulted in the themes of (a) exercising local control, (b) expanding community for advanced STEM learning, and (c) leveraging the intersectionality of rurality, local agency, and expanded resources. One implication is that when supported with resources, rural educators will leverage the systems of their schools and communities to create robust ecosystems for advanced STEM talent development.

The pipeline of highly trained STEM (science, technology, engineering, and mathematics) professionals has narrowed in recent decades, forcing society to re-examine how schools are discovering and developing STEM talent. Of particular concern is the finding that rural students attend post-secondary schools at lower rates than their urban counterparts, and when they do attend, they are less likely to graduate from STEM programs. One reason may be that they are not prepared for advanced STEM coursework because they lack access to essential STEM talent-development programs in middle or high school. This creates excellence gaps, which exacerbate the narrowing STEM pipeline to the workforce. To address this, we formed a university-school partnership to develop an outside-of-school STEM talent development program, called STEM Excellence, for rural middle-school students who attend under-resourced schools.The aim of STEM Excellence was to increase students' achievement and aspirations while empowering their teachers to develop local STEM programs grounded in developmental psychology theories. STEM Excellence integrated the Talent Development Megamodel Principles of ability, domains of talent, opportunity, and psychosocial variables. STEM Excellence also recognized the interplay of multiple person-environment systems as presented in the Bioecological Systems Model.

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