Exclusionary discipline in the United States has been shown to be a harmful practice for educational outcomes and School-to-Prison pipeline outcomes. Exclusionary discipline and these harmful effects are experienced by low socioeconomic status and racial minority students at higher rates than their white upperclass peers. Exclusionary discipline policy discourse reveals the ideological dimensions of this harmful practice in US schools. This study posits a theoretical framework relevant to these racial and class disparities in exclusionary discipline to explain the normalized conditions disparate exclusionary discipline operates within, with Emile Durkheim’s concepts of collective solidarity and functions of crime, Michelle Alexander’s The New Jim Crow, and Bourdieu’s Reproduction Paradigm in schools. In conversation with this theoretical framework, I analyze exclusionary discipline policy in the State of Connecticut with a proposed two-step method of Critical Discourse Problematization Policy Analysis Framework. Through this method’s analysis of the policy interpreted through my theoretical framework, I find that exclusionary discipline policy in Connecticut is interdiscursively connected to US criminal and carceral system policy discourse and practices. Likewise, the findings indicate distinct connections to individualist ideological discourse which is historically shown to criminalize US minority groups and maintain white supremacy. Paired with national racial and class disparate trends in exclusionary discipline introduced in the literature, and similar Connecticut disparate exclusionary discipline trends, these findings suggest the analyzed exclusionary discipline policy’s permeance in and perpetuation of structural racism and inequality reproduction