This study invokes the theory of self and identity to investigate how multiply marginalized students, namely Black boys subjected to exclusionary discipline, made sense of exclusionary discipline, as well as the ways in which it impacted their identity fashioning processes. An instrumental case study design was employed to understand the experiences of five Black boys who formed their practiced identities in and through their day-to-day engagement in and interactions with disciplinary moments within Cornel School District (CSD). Data sources included interviews, observations, and artifacts. Amidst a figured world of exclusion, the boys grappled with the social discourse and practices in order to accept, resist, or negotiate offered identities. Disciplinary moments and experiences were found to both mediate and constrain the boys self-making. Recommendations for research, practice, and policy are presented. [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.]