This study applies critical theory to examine the relationship that exists between teachers and students in the classroom and whether the classroom is a microcosm of social injustice, replicating the inequities between those in a position of power and those that are subject to them. The purpose of the study was to expose gaps in current practices used to manage student behaviors in secondary education to build capacity in staff and improve the perception of school culture to decrease suspensions and expulsions, specifically for African American students as they are disproportionately suspended and expelled from school. Also, this study sought to explore better strategies to reduce the oppressive practices associated with critical theory in education. Using qualitative research strategies by interviewing eleven core and special education, secondary teachers, evidence suggested practices that replicated social injustices in the classroom. Further, document review validated the participants responses. Findings from this study support the assertion that the classroom is a microcosm of social injustices associated with critical theory. Students in classrooms that a free from these injustices and have teachers that utilize pedagogical practices that are inclusive and equitable experience better social and academic outcomes. The study begins to bridge the gap between professional development opportunities that teachers need and what is currently being offered to enhance pedagogical practices that influence school culture as well as the role of teacher and administrator perceptions of equity when working with students. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]