Equity, Diversity, and Inclusion (EDI) professionals often serve as change agents tasked with leading university-wide EDI efforts. Charged with advancing EDI initiatives as part of the University mission, the Vice President of Equity Diversity and Inclusion (VPEDI) must navigate campus organizational and cultural barriers in order to effect change. In this study, 116 VPEDIs and campus community members working in EDI roles responded to a survey designed to investigate if EDI professionals believe they use constructive deviant behavior while engaged in University EDI roles. Constructive Deviance is defined as voluntary risk-taking behaviors that violate perceived organization or group norms with the intent of improving the well-being of the organization, its members, or both. The survey utilized the Constructive Deviance Behavioral Scale (CDBS), the Affective Commitment Scale (AC), and the Job Security Satisfaction (JSS) scale to test for an emotional component to constructive deviance use and measure affective reactions to perceptions of job security. Demographic variables of race or ethnicity and gender identity were tested for differences in perceptions of constructive deviance use. Data analysis found no significant difference in constructive deviance for racial or gender identity groups. Additionally, the results indicated no significant relationship between constructive deviance and affective commitment or constructive deviance and job security satisfaction. A negative relationship was found between affective commitment and interpersonal constructive deviance. Two open-ended responses allowed participants to share their views regarding the risks and benefits of constructive deviance and its use for change. [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.]