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Minority students in both urban and suburban school settings within the United States are subject to harsher and more frequent disciplinary actions than their white counterparts. Implicit bias and lack of cultural awareness contribute to a large disparity in discipline referrals for Black males in particular. Through the application of Critical Race Theory and Racial Threat Theory, this chapter examines the historical influences that have created confirmation bias in the education environment as well as the prevalence of zero-tolerance policies that exist in schools with large minority populations. Data gathered from the 2017 Civil Rights Data collection reported to the US Department of Education were used to highlight the discipline trends of six US school districts.