In response to policy and accountability mandates requiring California community colleges (CCCs) to address disparities in student outcomes, CCCs must adapt to evolving frameworks, funding structures, and parameters (e.g., definitions, equity populations, and metrics). Recent guidance has focused on race-conscious and equity-minded approaches. This study explores organizational definitions of equity through document analysis, surveys, and interviews, examining both practitioners' personal and perceived organizational definitions of equity. The study's conceptual framework situates equity sensemaking (Weick, 1995) in the context of racialized organizations (Ray, 2019) and organizational routines (Diamond & Gomez, 2023). Grounded in Weick's (1995) sensemaking theory, the research illuminates the social, identity, and contextual factors considered in equity sensemaking among CCC practitioners. The study identifies influences and themes in definitions of equity across and within community colleges. It investigates how colleges operationalize an equity definition, revealing the complexity and variability in equity conceptualization. Recommendations are made for policymakers, practitioners, and researchers to enhance equity planning and implementation. The findings underscore the importance of a shared understanding of equity, the role of leadership in promoting equity sense, and the need for continuous professional development. The study also emphasizes the significance of equity-minded approaches to identify and address equity gaps. This research contributes to the broader discourse on equity in higher education by providing insights into the sensemaking processes within CCCs. It offers practical implications for community college practitioners. The study's design, combining qualitative and quantitative methods, provides a comprehensive inquiry into the conceptualization of equity in CCCs. [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.]