This article locates the Chicano racialized male body within the education discourse surrounding research and practice. In order to more appropriately understand the experiences of Chicano youth, the author draws from critical race theory (CRT) and Latina/o critical race theory (LatCrit) in education as well as Chicana feminist epistemologies to more specifically examine the racialized and gendered experiences of Chicano male students. A critical examination that interrogates Eurocentric epistemologies works at deconstructing the racialized and gendered discourses inscripted upon these young bodies. In order to illuminate these experiences, the author draws from participatory research and extensive oral history interviews that examine the educational trajectories of Chicano male high school students in a California continuation high school. She places these narratives within a historical context that takes into consideration the pathological marginalization of these Students of Color. (Contains 1 note.)