The purpose of this study was to determine how whiteness and white supremacy are upheld by white hearing officers on community college campuses. The literature shows that racial bias exists in K-12 discipline systems, that no reporting mandates on demographics exist in higher education conduct, and that community colleges often serve minoritized students. Therefore, the problem statement centers on the connection between community colleges conduct systems and whiteness/white supremacy.Data was collected via interviews with three community college conduct practitioners, as well as a review of documents from their institutions' conduct offices. The study's research methods were phenomenological discourse analysis and the theoretical frameworks of Critical Race Theory, whiteness, and "color-blind" framing. The study found that whiteness and white supremacy are upheld through common themes rooted in tenets of Critical Race Theory, whiteness and white supremacy. Implications, and therefore recommendations, include a need for mandatory equity training of conduct practitioners, the collection of data related to equity in the conduct system, and the need for assessment of conduct practices as they pertain to equity. The study recommends further research in this area, particularly involving other institution types. [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.]