Racial disproportions in discipline within the U.S. public school system have been documented since the 1970s and continue to grow despite decades of research and intervention. A solid base of research ruling out individual student- and family-level factors as main causes of the racial disproportions has amassed, however, deficit narratives, stereotypes, and biases about students and families of color continue to be documented throughout the literature. Likewise, interventions directing change toward student and family behaviors and claiming to be "race neutral" by applying the same behavioral expectations and discipline decisions across all students, continue to fail at reducing disproportionate discipline outcomes for students from marginalized groups. A large portion of the literature about teachers' perceptions of students also does not accurately account for the intersectional nature of students' multidimensional identities. Further, many studies fail to use analysis methods that accommodate the complexity of school data. Through the lenses of Critical Race Theory (CRT) and Critical Disability Studies (DisCrit), the current study aimed to test relationships between various dimensions of student identity (race, gender, disability, and socioeconomic status) and U.S. public elementary school teachers' perceptions of students in areas vulnerable to systemic identity-based stereotypes (student academic capability, effort, oppositionality, aggression, and parent involvement). Specifically, the current study used structural equation modeling with secondary data collected from 1,251 elementary school students and their teachers in a southeastern U.S. state, to test structural relationships between student identities and teacher perceptions across areas vulnerable to stereotypes. Relational patterns between student identities and areas of teacher perception in the study largely mimicked patterns of identity-based stereotypes in society. For example, Black student identity predicted teacher perceptions of lower student effort and parent/caregiver involvement, but higher ratings of student oppositionality and aggression. But not all student identities were equally predictive across all areas of teacher perceptions. Together, student race, gender, disability, and SES accounted for up to 32% of the variance in teacher perceptions of students. Although not statistically different, patterns in perceptions across Black and White teachers did differ in nuanced ways lending support to the argument that teacher perception data should be analyzed in disaggregate form. Future research should include collateral data collected from families and school records to compare teachers' perceptions to actual student data (e.g., student academic achievement, frequency of behavioral infractions, types of infractions, and actual parent/caregiver attendance at school events and involvement behaviors in the home).Continuing to uncover differences in stereotype activation across Black and White teachers in U.S. schools has the potential to move the field away from deficit-based programs that focus intervention solely on student change, and toward the use of teacher focused interventions that build self-awareness and promote individual behavior change. [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.]