Increasingly, immigrants are settling in rural “new destinations,” where low-wage, low-skilled jobs have been created as part of a broad restructuring of the United States economy. This trend has spurred not only the rapid growth of many small towns but also their demographic, linguistic, and cultural transformation. Nowhere is this more evident than in Garden City, Kansas, a micropolitan community Stull has studied for three decades. This changing geography of immigration is manifest in its public schools, where four of five students are members of so-called minorities, many of them recent immigrants or refugees, and three of four are eligible for free or reduced-price lunches. Studying educators' experiences in this unique district can enrich the otherwise generic notions of diversity that so often inform teacher educators and educational policy makers. This article is based on a five-month ethnographic study involving participant observation and in-depth interviews with administrators and teachers in Garden City's eighteen public schools. It also draws upon documents and interviews from previous research in 1988–1990. This in-depth, diachronic study offers valuable insights for other new destination micropolitan communities and their schools.

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