Higher education research supports that diverse faculty reflecting the students' ethnic and gender diversity is best practice to facilitate students of color academic success. Yet regrettably the underrepresentation of faculty of color in higher education is a historic and ongoing problem. Further, may scholars point to college senior leaders as key to diversifying faculty. Using the theory of racialized organization as the theoretical framework, this quantitative study investigated the change in faculty ethnic diversity when educational administrators were female or people of color. This study used descriptive and correlational methods to analyze secondary gender and ethnicity data of 20 California community colleges' educational administrators and tenured/tenure-track faculty. The data were collected from 2017 and 2022. Several comparisons were done to understand the changes in the percentage of employees of color at the districts. An exploratory analysis also compared the educational administrators, tenured/tenure-track faculty and students' ethnicities for the sample districts. The results found an increase in the percentage of diverse faculty between 2017 and 2022 across the 20 districts examined. However, not to a statistically significant level of increase for districts with superintendents/presidents who are female or a person of color. Additionally, the exploratory analysis discovered districts with a higher percentage of tenured/tenure-track faculty of color have a strong and significant positive correlation with a higher percentage of students of color enrolled. Findings revealed that institutional efforts to diversity faculty at the Board of Governors and State of California Chancellor's level is having a mixed impact at the local district level depending on the employee group. Based on these findings, Boards of Trustees need to strengthen hiring policy to better implement Equal Employment Opportunity (EEO) plans and accountability. Board of Trustees, other senior administrators and faculty leaders need to develop common understanding of the problem by hearing from those being affected by the underrepresentation of faculty of color to implement an equity-minded faculty selection process that centers the needs of the underserved 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]