The problem addressed in this study was the disproportionate number of African American students who are suspended or expelled at a higher rate than their white counterparts in Michigan public schools. This research was framed with critical race theory and cultural ecology theory of African American students suspended. This study applied a Delphi technique to gather an understanding from experts on why African American students are suspended at a higher rate in public schools than white students. The overarching research question for this study was why are students in Michigan school districts suspended or expelled for minor offenses at a greater rate than white students for the same infractions? The panel of experts consisted of three experts from the field of education. Data were collected through repeated surveys in three rounds. Findings indicated from Round one open-ended question, which generated 20 statements (questions) that were divided into general agreement and disagreement which resulted in the experts having an understanding of 12 statements. The experts agreed that teachers roles/behaviors; lack of human insight by school staff and administrators; and institutional culture contributed greatly to why African American students are suspended at a disproportionate rate. Further research looking at misunderstanding and stereotyping in the classroom and its impact on suspension of African American students is needed. The study provides educational leaders interventions that experts believe could promote positive social changes for African American students in public schools in Michigan. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]