This study identifies that student disciplinary policies at tax-supported universities are connected to legal frameworks that reinforce white racial privilege and seeks to identify how these frameworks (re)create performative whiteness in such policies. Using a Critical Race Theory framework and a hybrid Critical whiteness Methodology/Critical Discourse Analysis qualitative coding process, including reflexivity development practices, the researcher finds evidence supporting their hypothesis and additional discourse supporting the (re)production of white Supremacy Culture. The researcher also suggests promising practices to delineate spaces for conflict resolution and care that may be less informed by white Supremacy Culture. [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.]