Historically, students of color have experienced an increased risk for exclusionary discipline outcomes (Children's Defense Fund, 1975). Discipline disproportionality continues to be a major problem in our schools today (McIntosh et al., 2018). The focus of most of the research has been on African American males; however, African American females are found to have higher percentages of punishment than all females across all racial groups (U.S. Department of Education, 2014). The purpose of this study was to determine if there was a statistically significant difference in the percentage of suspensions, expulsions, and four offense types (drug, alcohol, and tobacco; disorderly and disruptive behaviors; other offenses against persons; and weapons offenses) between African American females and the combination of females of other ethnicities (non-African American) based on schooling level in K-12 public school divisions in Region II of Virginia. The researcher analyzed archival data for African American and non-African American females in Grades K-12 for the 2017-2020 school years. A two-way analysis of variance was conducted to determine of there was an interaction between the dependent variable (percentage of suspensions) and the independent variables (schooling level and ethnicity). No expulsions were reported for this time period; therefore, no statistical test was run. A two-way multivariate analysis of variance was conducted to determine if there was an interaction between the dependent variables (percentage of female offenders for disorderly and disruptive behaviors and other offenses against persons) and the independent variables (schooling level and ethnicity). There were no suspensions for weapons offenses and a minimal number of suspensions for drug, alcohol, and tobacco offenses. There was a statistically significant difference in the proportion of suspensions between African American females and non-African American females; this held true at each schooling level. African American females received suspensions at greater proportions for disorderly and disruptive behaviors and other offenses against persons at each schooling level. Implications for practice based on these findings were discussed. [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.]