Students living at multiple marginalized identities often struggle most in the K-12 public school system. This is especially true for LGBTQ+ Latinx students in the state of New Mexico where the system often suppresses opportunities for these students to thrive. A key to reversing this suppression is through understanding the lived experiences of students who live at the intersection of being LGBTQ+ and Latinx. To understand these experiences fuller, the question, what is the social experience of male Latinx LGBTQ+ students in high school and how do these social aspects affect their academic achievement, is explored. Due to the lack of research relating to marginalized students, a synthesis of related research was conducted to create what may occur if this intersection was in the literature. This synthesis involved looking at Latinx students and LGBTQ+ students individually and noting the similarities and difference between the experiences. Because of the lack of literature at the intersection a hybrid theoretical framework will be utilized of Latino Critical Race Theory (LatCrit.) in conjunction with Queer Theory. The combination of these two theories will act as Queer Critical Theory or QueerCrit., which is sparse in the literature with only a handful of studies utilizing it as a framework. One way this research can be best achieved is through a case story, involving in-depth semi-structured interviews and demographic information. It is through the combination of these two sources of data that the lived experiences of students can help establish a fuller understanding can be created about this group and how their experiences relate to equity and education. This study is unique as student voice is centered and is focused with data directly from students and not from secondary data analysis, such as health studies. This understanding is critical to create equitable education for LGBTQ+ Latinx students as there is an opportunity gap that exists between them and their non-LGBTQ+ and White counterparts. LGBTQ+ Latinx students deserve an equitable education and a key to creating this is through understanding there lived experiences as told via their voice
