Baton Rouge Community College, a federally designated Predominantly Black Institution, offers a variety of degree programs that require successful completion of general education courses. Institutionally generated, racially disaggregated data show that fewer Black students successfully completed general education courses than White students, at a time that a national education discourse prioritizes equity in postsecondary education. Much of that discourse finds administrators must initiate measures to mitigate equity gaps. While equity has an expansive body of literature spanning hundreds of years and academic disciplines, educational efforts to realize equity are evolving. This study harnesses faculty inquiry to improve equity outcomes for minioritized students. I developed a two-year, zero-cost Equity Institute, where full-time general education faculty volunteered to use evidence-based pedagogical and retention strategies to increase equity outcomes for Black students. Through case study and thematic analysis, I investigated how faculty understand the framework of equity and their role in creating equity, along with their perceptions of equity strategy efficacy. I compared these qualitative data with quantitative data and descriptive statistics in a mixed research design, and discovered that while faculty may not clearly articulate what equity is, or have a strong grasp on how they can create equity, employing specific strategies of authentic care had the most profound impact on closing not only grade performance and withdrawal rates between Black and White students, but possibly also mitigate future equity gaps between the same groups. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]