This doctoral action research dissertation is coauthored as a qualitative three-article dissertation; each article leverages a different qualitative approach to the research. Article 1 focuses on the existing depth of literature regarding higher education faculty and their practice of social justice within their roles. Article 2 is a critical duoethnography that unpacks the social justice (mal)practice of well-meaning White women who have worked in the caring professions, including higher education. Article 3 used Group-level Assessment to uncover the motivators and barriers to social justice actualization of the cabinet at a particular midwestern institution of higher education. Individually, each article views a different lens of higher education and focuses on a different level of insight and interaction with social justice motivators, barriers, and approaches. They each provide different implications for the audiences that hold or lead those with those identities. Together they tell a story of historical, personal, and systemic approaches to social justice in higher education, providing implications for what individuals and systems within higher education can do to fulfill the commitments they wish to make to social justice. [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.]