This qualitative phenomenological study explored the lack of diversity among African American faculty at Ivy League universities. The purpose was to examine African American Ivy League professors' perspectives on diversity initiatives and how the lack of diversity and inclusion policies may hinder African American faculty career development. Critical Race Theory (CRT) served as the theoretical framework that guided this study and the following research questions: (a) What are the lived experiences of African American faculty members regarding diversity and inclusion programs at Ivy League universities that increased their ability to obtain faculty positions? (b) What role does race play in faculty hiring, diversity, and inclusion initiatives to increase the recruitment and promotion of African American faculty at Ivy League universities? The research design utilized semi-structured interviews to gather perspectives and elicit individuals' stories, lived experiences of six African American professorships at Ivy League universities. Participants were chosen via snowball sampling and purposive sampling. Findings from the research revealed four main themes, which suggested that participants had been subjected to various types of racism in their career journeys. The study's main findings were that race, or racial atmosphere did not affect participants' ambition to become Ivy League professors. The authenticity of a diversity and inclusion policy or practice is more important than how loudly leadership promotes it. A variety of recommendations for diversity and inclusion initiatives on African American academic career advancement at Ivy League universities were suggested. These included establishing pipelines with other Ivy League and elite status schools, engaging academics of all races and genders, expanding current opportunities to achieve inclusiveness by offering suitable career and development opportunities are some of the most salient recommendations for practice. As a consequence of the glass-ceiling weight vs self-imposed comparable challenges and barriers, a study comparing African American men and African American women professors and senior administrators at Ivy League colleges was recommended for future research. [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.]