Prior research on school suspension has presented clear evidence on the disproportional suspension of African Americans. In addition, prior research shows a connection between school suspension and contextual factors. However, little is understood regarding the link between contextual factors and school suspension, specifically as they relate to African Americans. The present study uses nationally representative data to assess the differential impact of contextual factors on school suspension for African Americans and Whites. The findings in this study show very few significant relationships to school suspension for African Americans as compared to Whites. Overall, the findings highlight the need for race specific research. Implications for policies, programs and future research are discussed.