It is no secret that minority males face a higher rate of school suspensions than other student populations. This fact is especially concerning when looking at the leadership styles of principals and how it affects the disciplinary consequences of minority males. By analyzing the relationship between school suspension rates among minority males and principals' leadership styles, we can identify the root causes of this disparity and take steps to reduce it. One of the most critical factors in determining school suspension rates among minority males is the principal's leadership style. Studies have found that principals who employ a democratic leadership style are more successful at reducing discipline consequences for minority males than those who use an authoritarian or laissez-faire approach (Reno et al., 2017). In democratic leadership, the principal actively listens, encourages student input, and provides clear behavior expectations. This leadership type helps create an environment of respect and trust, allowing students to feel safe and supported. The second factor to consider is the school's disciplinary policies. Certain schools may enforce strict rules and expectations that are only sometimes enforced equitably (Tan et al., 2020). For example, a school may have a zero-tolerance policy for specific behaviors disproportionately affecting minority males. Principals must ensure that all students are treated equally and fairly regarding disciplinary consequences. Finally, the school's culture and atmosphere can significantly impact suspension rates among minority males. A positive and supportive school culture will likely lead to better behavior and more successful outcomes for minority males (Guglielmo et al., 2018). Principals can foster this type of culture by providing consistent and equitable discipline consequences for all students, promoting positive relationships between teachers and students, and providing resources to help students succeed. By examining the relationship between school suspension rates among minority males and principals' leadership styles, we can better understand the root causes of this disparity and take steps to reduce it. Through practical and equitable discipline policies, a positive school culture, and democratic leadership, principals can help create an environment where all students feel respected, safe, and supported. [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.]