For the past 35 years, disproportionate suspension of black males compared to white males, occurs primarily from disruption, defiance & disrespect. Three primary factors were found to contribute to this trend; institutional bias, teacher bias & cultural mismatch. This is a significant equity issue and recently has become a civil rights issue. Analysis of this problem must recognize racism as the fundamental cause of disproportionality on an institutional and systemic level. Critical Race Theory (CRT) establishes racism as a fundamental feature of education and disproportionality as a manifestation of that feature. Thus, addressing disproportionality must be rooted in addressing racism explicitly and ideally at the institutional or systemic level. This book examines the classroom for insight and clues about race based-solutions in an effort to support future efforts that explore race based solutions at the institutional or systemic level. In this book, the CRT tenet of challenging race neutrality or the "colorblind" frame is used to addresses teacher bias as well as institutional bias and cultural mismatch, exploring potential race-based solutions to disproportionate suspensions.