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Men of color have been the focus of a growing number of research studies, as educators and policy makers attempt to address educational equity gaps. Compared with other educational settings, less attention has focused on how to increase persistence and graduation rates of men of color pursuing baccalaureate degrees. Yet, national statistics over the past two decades show that men of color in colleges and universities graduate at lower rates than all other populations, including their same-race women peers. Associate Professor, Joe Lott, II, along with co-authors Dalva Perez and Theresa Ling Yeh, conducted research to examine a collaborative, equity-based inquiry approach to respond to equity gaps for men of color in college. Their study used a social design experiment (SDE) approach to examine what happens when staff of color on a predominantly White campus come together to address educational inequities for men of color. The researchers’ findings suggest that developing communities of practice through this SDE approach could lead to more enriched and comprehensive responses and to systemic organizational change.