Mexican Indigenous im/migrants are a growing community made invisible at the margins of multiple racial, cultural and linguistic spaces in Mexico and the United States. This article addresses the need for a nuanced understanding of the adaptation of Mexican Indigenous im/migrant children and families that encourages Indigenous communities' cultural and linguistic knowledge to be recognized and valued, rather than silenced and stigmatized. We critically examine the existing literature on the adaptation of Mexican Indigenous im/migrants in the United States from the perspective of socioecological systems theory, incorporating insights from the theory but also pointing out its limitations for understanding Mexican Indigenous identities and experiences in diaspora. We propose integrating language-ecological approaches to provide a more complete picture of Indigenous ecologies of adaptation in the United States. We conclude that it is critical to expand research on Mexican Indigenous im/migrant adaptation within the field of Latino studies and identify possible directions for future research.

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This article examined preservice teachers discourse models of diversity in a rural context. We explored the perceptions of diversity among preservice teachers at a rural university as they were asked to problematize simplistic notions of rurality in a semester-long diversity course titled “Teaching Culturally Diverse Learners” in teacher education. Considering the complexities of preparing preservice teachers to address the needs of all students, we argue that preservice teachers must engage rurality as dynamic, rather than homogeneous, White, and nondiverse. Data from student coursework and post-course interviews were analyzed using grounded theory. Findings suggest that rural preservice teachers discourse models of diversity have the potential to shift from dominant to counter-hegemonic when given context-sensitive opportunities to unpack identity and diversity beyond Whiteness. Implications propose the development of pedagogies reflective of complex diverse ruralities offers critical opportunity to prepare future teachers to embrace equity across geographies in their future profession.