Systemic climates based on economic and social inequity continue to contribute to the marginalization of underrepresented groups across society and on college campuses. Campus diversity in U.S. higher education has expanded in recent decades, creating new challenges for university communities. Despite the increased diversity among student and professional populations, and the increased initiatives on campuses, institutions are struggling to meet increased demands for services while overcoming historical oppressive structures to equity and inclusivity. This evaluation study presents the context of diversity within U.S. higher education and examines the challenges facing diversity, equity, and inclusion (DEI) efforts on college campuses using the Clark and Estes (2008) gap analysis framework. The researcher examined what knowledge, motivation, and organizational elements influence a Chief Diversity Officers (CDOs) capacity to advance DEI practices. A mixed-methods approach included surveys and interviews of campus CDOs within a U.S. higher education state multi-campus system. The research explored CDO and campus influences on increasing student DEI, identifying gaps and barriers. Eleven themes were identified from the results offering campus leaders insight into high impact factors for CDO's to enact change, the interconnectedness of influences, and the vital role of organizational components (i.e. leadership, structures, and resources). This research offers recommendations to overcome organizational limitations and informs campus leaders of the components required to develop effective strategies toward more equitable and inclusive campus climates. [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.]