As a Mexican American school desegregation case, historians, legal scholars, and educational researchers have all explored "Mendez v. Westminster's" significance. Each discipline, with its own modes of analysis, has constructed a distinct interpretation of the 1940s California case. However, in focusing on different aspects of "Mendez," scholars tend to ignore complexities of the case that are fundamental to other fields. This is why I developed an interdisciplinary analysis of "Mendez" with the purpose to move the education field towards a more social justice understanding of the case. Doing so will unveil how racial and language categories changed over time so school officials and judges could manipulate the law to uphold White supremacy, segregation, and school inequality. Such interdisciplinary analyses can help unravel the multiple layers of discrimination that has perpetuated school inequality for decades.