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It argues that continued colonization and white supremacy shape the lasting marginalization of the Chicana/o community through four negative constants: economic marginalization, substandard housing and schooling, extremely high incarceration rates, and heightened violence targeting Chicana/o youth and Mexican immigrants. Using critical race theory, LatCrit, and participatory research with oral histories from California continuation high school students, it analyzes how institutions reproduce these conditions.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/all-the-losers-go-there-challenging-the-deficit-educational-discourse-of-chicano-racialized-masculinity-in-a-continuation-high-school/603403/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/all-the-losers-go-there-challenging-the-deficit-educational-discourse-of-chicano-racialized-masculinity-in-a-continuation-high-school/603403.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What deficit educational discourse does the article challenge?","Question",{"text":111,"@type":112},"It challenges deficit accounts that distort or erase the experiences of Chicana/o students, especially by treating them as inferior within an intellectual apparatus of representation.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What four negative constants does Aldama identify facing the Chicana/o community?",{"text":116,"@type":112},"They are continued economic marginalization, sub-standard housing/schooling/public services, extremely high incarceration rates, and an increase in the sophistication and deployment of violence toward Chicana/o youth and Mexican immigrants.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the article study Chicano male experiences in continuation high schools?",{"text":120,"@type":112},"It uses critical race theory, LatCrit, and Chicana feminist epistemologies, drawing on participatory research and extensive oral history interviews to examine educational trajectories in a California continuation high school.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603403,1792098852,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","All the Losers Go There: Challenging the Deficit Educational Discourse of Chicano Racialized Masculinity in a Continuation High School  \nBy María C. Malagón  \nMaría C. Malagon is a doctoral candidate in the Graduate School of Education and Information Studies at the University of California, Los Angeles.  \nI ask these unsettling questions: what does it mean for me to write as a Chicano in the final years of the millennium, 506 years after the full-scale invasion of the Americas—the usurpation of lands, the wholesale rape and slaughter of indigenous peoples, the forced importation and brutal enslavement of African peoples; and the institutionalized criminalization and marginalization of the Chicana/o community, etc.?  \n—Aldama. Millenial Anxieties: Borders, Violence, and the Struggle for Chicana/o Subjectivity (1998)  \nIntroduction  \nAldama renders important questions that critical scholars must grapple with as they engage in challenging the deficit accounts that have distorted and/or erased the  \nexperiences of Students of Color. Chicanas/os, who for the purpose of this article are defined as people of Mexican descent living in the United States, carry with them a history of not only a physical colonization but also the lasting imprint of an intellectual apparatus of representation that reifies their status as inferior. Today, even 500 years after the initial invasion of the Americas resulting in the subjugation of indigenous peoples, we cannot come to fully understand the complexity of the continued marginalization of the Chicana/o community without acknowledging the lasting effects of colonization and the permanence of white supremacy. In regards to the Chicana/o community, Aldama argues that we must recognize that there are four negative constants facing this population:  \n(1) Continued economic marginalization;  \n(2) Sub-standard housing, schooling, and general public services;  \n(3) Extremely high incarceration rates, and  \n(4)An increase in the sophistication and deployment of violence especially towards Chicana/o youth and Mexican immigrants.  \nThese constants are critical in understanding the various factors that work against young Chicana/o students. Given the importance placed on educational attainment as an avenue for economic and social mobility, it is important to understand and acknowledge how these combined constants allows for a more critical frame that contextualizes how schooling institutions replicate sub-standard conditions and opportunities for Chicano youth.  \nThis article locates the Chicano racialized male body within the education discourse surrounding research and practice. In order to more appropriately understand the experiences of these youth, I draw 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 discoursesinscripted upon these young bodies. In order to illuminate these experiences, I draw 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. I place these narratives within a historical context that takes into consideration the pathological marginalization of these Students of Color.  \nThe Need to Examine Chicano Males in Continuation High Schools  \nThe overall educational attainment of males, specifically pertaining to Chicanosand Latinos, has become of increasing concern in the past decade (Kleinfeld, 1998; Ginorio and Huston, 2001; Lopez, 2003; Suarez-Orozco & Qin-Hilliard, 2004) . According to Kleinfeld, male Students of Color lag far behind their female counterparts. These students are more apt to believe that the school climate is hostile towards them, that teachers do","cbCaijfTjEm4jXwx","https://ap.wps.com/l/cbCaijfTjEm4jXwx","pdf",102646,18,"English","# Introduction\n## The Need to Examine Chicano Males in Continuation High Schools","[{\"question\":\"What deficit educational discourse does the article challenge?\",\"answer\":\"It challenges deficit accounts that distort or erase the experiences of Chicana/o students, especially by treating them as inferior within an intellectual apparatus of representation.\"},{\"question\":\"What four negative constants does Aldama identify facing the Chicana/o community?\",\"answer\":\"They are continued economic marginalization, sub-standard housing/schooling/public services, extremely high incarceration rates, and an increase in the sophistication and deployment of violence toward Chicana/o youth and Mexican immigrants.\"},{\"question\":\"How does the article study Chicano male experiences in continuation high schools?\",\"answer\":\"It uses critical race theory, LatCrit, and Chicana feminist epistemologies, drawing on participatory research and extensive oral history interviews to examine educational trajectories in a California continuation high school.\"}]","All the Losers Go There - Challenging the Deficit Educational Discourse of Chicano Racialized Masculinity in a Continuation High School | PDF",1792096191,45]