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Although broadening participation efforts aim to transform who has access to engineering by targeting those historically excluded, Black and Brown students’ participation remains stifled by the exclusionary culture and practices ingrained in engineering. Consequently, there is a need for scholarship that advances our understanding of systemic changes that center equity, challenge exclusionary cultural norms, and ultimately contribute to a disruption in the status quo of who gets to be an engineer. Using a multi-case research design that is framed by Kotter’s Leading Change theory and Acker’s Inequality Regimes as theoretical foundations, this CAREER award aims to uncover the change strategies institutionalized by five exemplary COEs to improve Black and Brown students’ access to engineering education and careers. This executive summary presents insights about the second year of the study and is organized around three topics—project overview, year 2 research activity summary, and looking ahead to year 3.