In Ohio, three movements have made diversity management and advancement crucial to the success of two-year colleges: increasingly diverse student bodies, the recent emphasis of outcome-based accountability, and the evolution of funding sources that led to the creation of performance-based funding formulae. The history of ideologies of diversity parallels the emergence of performance-based funding, with sociopolitical forces and internal pressures shining a light on the success of traditionally underrepresented students. One method of supporting the success of these students is the creation of diversity policy that supports and creates opportunities for students and college employees. Diversity statements and policies reflect colleges' attitude and intentions concerning diversity and inclusion and can have a measurable effect on members of the college community. In this case study of diversity policy creation at Springfield Community College, data collected from observation, document analysis, and interviews illuminated four themes: intent, culture versus policy, evolution and uncertainty. These four themes reflect not only how diversity policy is created at SCC but also how its employees perceive diversity. This document explores how culture shapes diversity policy and how policy and culture contribute to diversity advancement. [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.]