We present a finding from a literature analysis of Raza populations published in top-tiered peer reviewed mathematics education journals. We look at how narratives are perpetuated and resisted at the intersections of Raza, mathematics education, and research. The findings reveal the field of mathematics education research is perpetuating deficit narratives of Raza through (1) simplistic descriptions of Raza which perpetuate a racial hierarchy; (2) white institutional spaces group, order, and Americanize Raza populations; and (3) counter-stories of La Raza; however, we will only concentrate on the first finding for this manuscript. The examined literature continues to center Anglos' narratives and values while maintaining a social hierarchy and the assimilation and Americanization of La Raza. Finally, we provide implications for disseminating our research to go beyond simplistic demographics of social constructs. [For the complete proceedings, see ED630060.]