Empirical research has established that exclusionary discipline is applied to black students at a higher rate than white students for similar offenses, and that this disproportionality cannot be attributed to the severity or frequency of misconduct. Exclusionary discipline, which removes a student from the educational setting, poses significant challenges to academic and social well-being and introduces a host of proximal issues for black students. This dissertation draws upon Social Dominance Theory (SDT), which examines how beliefs aligned to existing hierarchies perpetuate discrimination and oppression, to explore how administrators' anti-egalitarian beliefs and disciplinary practices influence the disproportionate application of exclusionary discipline towards black students in a large urban school district. Using an ordinary least square regression model, this study investigated data collected from high school administrators regarding their anti-egalitarian attitudes and disciplinary practices to predict relationships with discipline disproportionality. Results indicated that administrators' anti-egalitarian attitudes positively correlated with the presence of exclusionary discipline gaps, particularly in the areas of alcohol, tobacco, and drug-related incidents, disruptive behavior, and bullying. Furthermore, disciplinary practices such as anti-suspension, preventative measures, and system approaches also showed significant correlations with exclusionary discipline gaps when controlling for anti-egalitarian attitudes. These findings suggest that disciplinary decisions are influenced by administrators' beliefs in maintaining social hierarchies, contributing to the disproportionate discipline of black students. The study highlights the need for education systems to address discipline disproportionality as a systemic issue rooted in power dynamics and social hierarchies. By recognizing the role of school administrators in perpetuating inequities, educational institutions can implement strategies to promote equity, inclusion, and improved outcomes for all students. [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.]