Student perceptions of fairness shape behavioural responses that impact the climate of a school. However, prevailing literature on student perceptions fails to critically explore culture, power, and self-concept. This study bridges these gaps through connecting student perception and self-concept as a collective and individual experience of culture and power. Through a quantitative correlational approach, survey data of students in a large urban district in the south-eastern United States will be integrated with theoretical research on school climate, discipline, cultural synchronization, and class. Results of this study are expected to help clarify the relationships between student perceptions, as a combination of culture, fairness, behaviour expectations, and power. Overall, the implications of this study will assist in providing stakeholders with universal and site-based recommendations to improve student perceptions of fairness.