Catalysts and Constraints: Academic Diversity Officers and the Paradox and Politics of Organizational Change

Abstract

In 2020, racial tensions erupted into social unrest following the murders of multiple unarmed Black citizens, prompting heightened awareness and action for change. Corporations responded by implementing various strategies to advance diversity, equity, and inclusion (DEI) initiatives. Concurrently, the COVID-19 pandemic significantly disrupted global corporate operations which had impacts on industries (Ambrogio et al., 2022; Harapko, 2025). This dual crisis catalyzed a transformative period in the corporate sector, driving home the need for a more socially responsible approach to business operations (Breazeale, 2022; Guzman, 2021; Harper, 2022; Roberson et al., 2024). Consequently, business schools also shifted their strategies regarding diversity, equity, and inclusion. In both the corporate and higher education settings, diversity officers were the employees tasked to initiate DEI-related organizational changes. Five years later, many of these same organizations have repealed their efforts to the point of elimination.

This study explored the perceptions of agency and power for academic diversity officers (ADOs) within business school environments in the United States from 2020 to 2025. Their perceptions were examined through the lens of Kurt Lewin’s (1947, 1951) Three-Stage Change Model and Critical Race Theory (CRT). Lewin’s model provides a foundational framework for analyzing organizational change processes. Using data from semi-structured interviews, the current research identified recurring themes regarding factors that impact change for this group. Specifically, the inductive findings indicated three primary influences: 1) leadership 2) external factors, as well as 3) power and structure. Additionally, through a deductive analysis process, the concept of interest convergence, as posited by Derrick Bell (1980), was utilized as a lens to explore power and agency within the storied experiences of the ADOs in this study. This collection of findings underscores the need for structural alignment, clearer goals and mandates, and integrated diversity strategies into business education. The research contributes to ongoing debates about the efficacy of diversity initiatives and the evolving role of diversity officers in higher education.