Quarantine during the COVID-19 pandemic cause learning environments to shift into virtual spaces. Faculty held the frontline through multiple surges in virus, social unrest demanding justice and equity for the global health crisis, and the continuous legalized killing of Black and Brown folx. Researchers around the globe have since documented experience and impact in education, there is little documentation of the working realities of womxn faculty of color teaching and learning during quarantine. This ontological study was conducted to document the collaborative narratives of womxn faculty of color highlighting their knowledge, experiences, and strategies. Critical race theory was used as an interpretive framework to name and describe metastatic racism within higher education. In addition to equitable strategies, three actionable policy and practice areas emerged from the data: education needs to be better prepared in the future by equipping faulty to be excellent online educators; teaching evaluation needs to be redesigned to actually measure teaching effectiveness and protect faculty from racialized attacks by students; and teaching evaluations are weaponized to oppress marginalized faculty womxn of color by students and within the retention, tenure, and promotion process. The implication of the information gleaned from these experiences can inform more equitable practices for womxn faculty of color in academia as campus administration, diversity centers, faculty unions, and education activists work to address metastatic racism and build more inclusive campuses. [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.]