The disciplinary disparity between Black and White students is an issue that continues to span preschool educational settings up to secondary school. This study examined the adverse effects of the disproportional rate that Black boys receive expulsions and suspensions compared to White students. This study also analyzed the role of the campus leaders in addressing this disparity because though teachers play a part in classroom discipline, the decision of expulsions and suspension lies solely on the campus administrator. Thus, this study investigated administrators' perceptions of the impact of restorative justice in addressing the rate at which Black boys receive disciplinary infractions on the administrative level. The methodology of this study was a qualitative phenomenological research approach. The study consisted of a survey administered to campus administrators that directly impacted the disciplinary decisions on the campus level. Data were analyzed using the In Vivo coding method which arranged the survey results systematically to classify and categorize the administrator's perception of disciplinary disparities and the effectiveness of restorative practices. The In Vivo coding method labels categories of phrases stated by the participants (Creswell & Creswell, 2018); thus, the coding process was rooted in the participants' thoughts and ideas, and the codes were then synthesized to create themes to answer the research questions. Based on the research findings, data showed that campus administrators viewed restorative practices as an effective management tool on their campuses. The data also demonstrated that campus administrators perceive restorative practices as a positive tool in mitigating disciplinary disparities of Black male students through their lived experiences of utilizing restorative practices on their campuses. [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.]