This qualitative study contributed new insights into the complex interplay between California Community College (CCC) campus climate and faculty-led diversity, equity, and inclusion (DEI) changemaking. Using focus groups and interviews with 22 full-time faculty, this study found that supportive campus policies and practices, such as equity-specific professional and leadership development and cross-campus coalescing amplified the efforts of faculty change agents for diversity (FCA-D). In contrast, findings showed that disempowering aspects of campus culture, such as bureaucracy, conflicts with resistant colleagues, unsupportive administrators, and an allegiance to tradition thwart reform. CCC faculty are well positioned to lead necessary DEI change, yet many are reticent to lead due to their unhospitable and often exploitative work environments. Overall, results of this study confirmed that although campuses are complex settings full of both obstacles and opportunities, more disempowering practices and policies exist than empowering ones. The study's findings imply that existing theories do not fully capture how the pursuit of liberatory action operates in oppressive settings. Data indicated that many CCC campuses were designed to suppress faculty agency and prevent faculty-led liberatory efforts. For effective DEI reform to occur across the CCC system, campus leaders must foster more supportive institutional contexts and empower faculty changemakers. This study provided data-informed recommendations on how to cultivate a campus that encourages and amplifies faculty agency. [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.]