This report is a summary of research completed during the 1978-79 school year concerning the causes of disproportionate minority student suspensions in the Jefferson County public schools. A review of related literature is presented to illustrate that factors other than student behavior may contribute to school disruptions and high rates of suspension. Emphasis in this review is on the behavior of administrators and teachers in the student discipline process. The methodology used in the research study is described and findings from surveys distributed to administrators, teachers and students are analyzed with a focus on the identification of factors that differentiate low and high suspension schools. Particular attention is given to the different responses provided by male and female students and by black and white students. Conclusions regarding teacher behavior, communication patterns, administrative techniques, school climate, student perceptions and their respective influences on suspension policies in both low and high suspension schools are outlined. Appended are samples of the questionnaires used in the study and suspension data. (EB)