This qualitative case study with a phenomenological approach explored the perceptions of university administrators regarding the investment of social justice resources for the campus community; types of social justice communication that had been shared with the campus community; and what social justice resources, curriculum, and initiatives were in place at a Historically Black Colleges and University (HBCU) in Southeast Texas. Moustakas's (1994) and Creswell's (2013) procedures for analyzing phenomenological research data was used to analyze the interviews. The study results support the notion that administrators perceived the investment in social justice resources was a success and the university is at the forefront of social justice resources due to their investments. Other findings from this study include the importance of sharing social justice-focused communication with the campus community in a timely manner due to administrators' perceptions that institutions of higher education have a responsibility to promote dialogue related to matters of social justice. Findings also emphasized the importance of acknowledging and highlighting the social justice focused resources, curriculum, and initiatives that are in place at the institution to the campus community. This study provides higher education institutions and their administrations with research that emphasizes that the sense of school belonging through social justice leadership has a significant effect on students' resilience (Kocak, 2021). It also amplifies what Ryan (2016) summarized, the initiatives taken by social justice leaders are to "work for inclusive decision-and policy-making processes, foster inclusive dialogue, help others to critically reflect on their practice, prioritize socially just pedagogy and ensure that community groups are meaningfully included in school processes" (p. 91). [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]