Throughout the United States and the world, public schools are becoming more culturally diverse. Therefore, teachers and school administrators need to build the foundation to clearly understand students and their families. In this study, three questions will be explored (1) How does professional development in cultural responsiveness affect teachers' viewpoints in how they work with their Black elementary male students based on the CISA survey? (2) How are the number of Black elementary male students' discipline incidents from the beginning of a school year changed after teachers receive culturally responsive professional development? (3) What will the CISA survey reveal on how Black elementary male students perceive their acceptance at school after their teachers complete professional development in cultural responsiveness? This study reveals that punishment set upon Black elementary school male students is disproportionately unfair in comparison to other student ethnic groups. The findings from this study suggest that implementing culturally responsive professional learning and restorative practices in students' formative school years may reduce racial disparity and prevent Black elementary male students from being suspended or expelled from school, while ultimately being an unnecessary statistic of the school-to-prison pipeline. [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.]