Abstract
From the context of the rural inland Northwest, this chapter addresses ways for teacher educators to instruct pre-service teachers on the intersectionality of race and poverty in order to understand its implications for K-12 student achievement. An examination of the links between poverty, race and school achievement challenges the common association of the rural inland Northwest with Whiteness and homogeneity. The author presents the concept of diverse ruralities as a conduit to engage future teachers in “seeing” intersectional inequities in society and schools, and proposes that the work of teacher preparation prioritize equity as the center piece for preparing future teachers to serve all students.