Abstract
This study seeks to examine, through the lens of Critical Race Theory, how high school administrators, teachers, community activists (leaders), and legislators interpret and implement suspension and expulsion policies often under the auspices of zero tolerance. A descriptive analysis of data supplied by an urban school district in northern California makes for a more robust study of the discipline gap between African American males and other ethnic groups. In an attempt to identify hegemonic practices in public education, a qualitative analysis of 18 respondents offers a narrative standpoint of the participants. A personal case study adds further insight into the complexity of the discipline gap and poses a challenge to traditional quantitative theoretical constructs by giving a voice to those marginalized by the ideology of zero tolerance. Findings from this study reveal that suspension and expulsion policies, especially when implemented under the philosophy of zero tolerance are disproportionately administered to African American adolescents in this northern California school district. This study also determined that the philosophy of zero tolerance originating from the Gun-Free Schools Act of 1994 is used beyond the scope of its’ intent.