This article uses a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism—the institutionalized ways people perceive, understand and make sense of contemporary US immigration, that justifies native (white) dominance, and reinforces hegemonic power—emerge in California public K–12 education for Chicana students. I use data from 40 testimonio interviews with 20 undocumented and US-born Chicana students, to show how racist nativist discourses have been institutionalized in California public education by English hegemony, that maintains social, political, and economic dominance over Latina/o students and communities, regardless of actual nativity. Teacher practices of English dominance is a manifestation of this hegemony that can be articulated by the concept of racist nativist microaggression—systemic, everyday forms of racist nativism that are subtle, layered, and cumulative verbal and non-verbal assaults directed toward People of Color.