This collective case study is intended to examine the diversity, equity, and inclusion (DEI) initiatives of three historically white institutions (HWIs) in the southwest region of the U.S. through the lens of Critical Whiteness Studies (CWS). I employed the theoretical framework of Gusa (2010), White Institutional Presence, and Ray (2019), Theory of Racialized Organization, to examine the capacity of the institution's DEI initiatives in redressing systemic racism and how those staff tasked with overseeing these efforts articulate the impact of Black and African American undergraduate college students. I interviewed six participants--two from each institution, who identify as either Black or African American, and who were currently engaged in DEI work to learn about the landscape of DEI at their institution and to give voice to the institution's cultural climate. This involved the participants' knowledge, experience, attitude, and beliefs about DEI at their institution. I compared the similarities and differences across cases, in a cross-cases analysis to check for inter-relatability and tensions. While the results indicate six salient themes, future research should explore the exceedingly important but less prominent themes. In Chapter Five I disclose the major findings and offer several avenues for combating the DEI challenges facing HWIs to better serve Black undergraduate 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.]