Abstract
This research project used descriptive statistics, critical race theory, and the intersectionality approach to find multiple discipline gaps for defiant behavior, among student intersecting identity groups based on race, gender, free and reduced priced lunch status, homelessness, foster care, and disability. By using disaggregated secondary data from one school district in Sacramento, the study found Black male students with added layers of intersecting risk identities had higher suspension rates for defiant behavior than those without. Findings in this study support the theory that students can experience multiple forms of oppression, and suggest teachers may have gender and racial biases, and are misinterpreting coping behavior for defiant behavior. Implications are considered for how school social workers might use disaggregated data to inform macro, mezzo, and micro levels of culturally responsive or trauma informed interventions in order to influence the trends in how behavior is labeled and approached.