A study was done of a program designed to suspend disruptive secondary school students from classroom activities in a high school 45 miles outside of Atlanta (Georgia), focusing on the role of race and gender. The school had had an in-school suspension program since 1986. The school population was 1,097 students (507 males and 590 females), with 189 Black non-Hispanic students (18 percent of the total population), and less than 1 percent other minorities. From a pool of students who had been assigned to in-school suspension over a 3-year period, 200 students were selected for the study. Information was obtained through interviews and questionnaires. Data from selected variables of race, gender, age, and current grade were recorded for the total group as well as subgroup data for female, male, Black, and White students. Other variables were entry, retention in grade, income group, special education, family status, and kindergarten attendance. Results indicate that Blacks more than Whites and males more than females were suspended. White females were least likely to be suspended from regular class schedules for reasons associated with discipline. A significant number of students cited teacher attitudes and conflicts among students as undesirable characteristics of their school. Students in free and subsidized lunch programs were less likely to be in the suspension program. The report includes 11 tables and 11 references. (JB)