This article examines the intersection of race, gender, class, and academic success through an ethnographic case study in a Texas charter high school. The 98% working-class, Latino student population was exposed to an array of stigmas ascribed to their persons based on negative social stereotypes of race, ethnicity, gender, and class due to the cultural and professional climate on campus. Gender expression was the primary mode of differentiation, given the relatively homogenous population, and used to stratify students learning potential. Racism, stigma, materiality, and teacher indifference work in conjunction with one another to disenfranchise Latino youth on this campus, and arguably US public education.