Black boys in K-12 education are disproportionately subjected to suspensions and expulsions, impeding their academic progress, personal development, and self-perception and perpetuating a cycle of systemic marginalization. This study explored this urgent matter through the perspective of my Black son, Kyree, whose narratives provide insight into his firsthand encounters with exclusionary disciplinary practices in school. The research design employed Phenomenology with Interpretation and Critical Phenomenology to examine Kyree's experiences and Critical Autoethnography to examine my role as his white mother. This multi-approach aimed to challenge dominant narratives, interrogate my whiteness, and advocate for my son's well-being. Through semi-structured interviews framed around Stereotype Threat, I investigated how exclusionary discipline affected Kyree's self-concept. Concurrently, I engaged in reflective journaling, contextualized within the framework of the Motherwork theory, to learn from Kyree's experiences and understand the implications of my position as his white mother. These reflections were then transformed into love letters to Kyree, with the purpose of acknowledging my role and developing a deeper understanding that would enable me to advocate effectively on his behalf. The interview data was used to conduct a thematic analysis. Findings from the analysis, combined with my reflective narratives as his white mother, revealed the profound impact of exclusionary discipline on Kyree's self-concept, illuminating themes of disengagement, distrust of authority, and internalization of negative stereotypes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]