The purpose of this qualitative, post-intentional phenomenological study was to examine and interrogate the experiences of Black women faculty surrounding promotion and tenure, wage/pay equity, and inclusivity as a reflection of race and gender equity within public two-year community colleges. Ten individuals from various community colleges in the northeastern, southeastern, and western areas of the United States of America took part. They taught different disciplines, including English, TESOL, speech communication, social sciences, biology, and health sciences. I collected nine unstructured one-on-one interviews, while one person provided lived experience description proof through emails and articles. One person chose to contribute by offering a video of her lived experience. This study offers both the identification of the abusive practices and casteism permitted by community college leadership towards Black women faculty and the power and resilience of these women. The findings highlighted inequities surrounding subjective decisions by white deans and other leaders in determining access to opportunities and negotiations in pay for Black women faculty. Additionally, lack of transparency in the promotion/tenure process and the tendency for institutions to publicize their steps but use hidden processes or arbitrary reasons for accepting or rejecting faculty was noted by respondents as critical organizational practices. Last, when discussing their experiences with inclusion, several of the study's participants confirmed previous research on microaggressions, abuse, respect, or the lack thereof, disregard for their protection from students, and institutional policies. The Black women faculty respondents desired mentorship and support and often felt siloed and mentally stressed. The study also displayed the cost these Black women faculty paid daily in the community college environment. I began my dissertation journey in search of answers. I too was a Black woman faculty member at a minority-serving institution in an urban area who experienced frustration, exhaustion, anger, and discontent. I was siloed and fought against the system because I desired more for myself, my family, my students, and my colleagues. I end my dissertation with a sense of hope, as the women in my study displayed their power and resilience, by choosing to heal and protect themselves while fighting the caste systems in American colleges. [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.]