Emergency online learning policies were created and implemented at higher education institutions across the United States as the COVID-19 pandemic prompted a transition to fully online learning modalities to mitigate the dangers of the virus late in 2019. A new paradigm of education emerged as emergency online learning became the standard method of instruction. This instrumental case study explores the impacts which emergency online learning policies had on racial equity during the pandemic. Policy data from three universities were collected and analyzed in conjunction with semi-structured interviews from instructors teaching at those institutions in emergency online learning courses. This case study highlights how policies can impact racial equity in learning. The research in this study presents a need for further research into the intersection of higher education institutional policies and racial equity for BIPOC students. [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.]