Inequity in science, technology, engineering, and mathematics (STEM) education between white and racially minoritized college students continues to persist evident in the racial disparity of students educational outcomes. Scholars have examined this problem of racial inequity in STEM education outcomes from a variety of perspectives, yet their interventions often focus on trying to fix individuals rather than the underlying culture within STEM education that perpetuates inequity. One way to address this problem without requiring racially minoritized students to assimilate and sacrifice their cultural ways of knowing may be to implement teaching that addresses racial inequity in STEM education. Equity pedagogy is one such approach. This study examined how community college students with various racial and ethnic identities made sense of and responded to their instructor's use of equity pedagogy in STEM classrooms over time. I conducted a qualitative narrative inquiry into 11 students sense-making of two instructors' use of equity pedagogy in computer science and natural sciences courses from 4 semesters at a Hispanic-serving community college. Given that how students think about and perceive teaching mediates their learning, I used sense-making as a theoretical framework and multiple narrative analytic approaches. I used interviews and surveys with students, and teaching documents and interviews with instructors as my data sources. Knowing what community college students think about their experiences with equity pedagogy can help researchers better understand how to effectively implement this pedagogy and support instructors in successfully enacting this pedagogy. I present my findings in three narrative storylines. In the first storyline, students' sense-making of their instructor's use of equity pedagogy depended upon their entering expectations, which were likely shaped by their prior academic experiences and social identities. In the second storyline, students, over time, began to understand and accept the pedagogy as improving their learning, but students in different course modalities described their sense-making processes differently. Lastly, in the third storyline, students perceived equity pedagogy as challenging and disrupting normative, hegemonic practices in STEM education; however, the impact after the semester ended was limited. Informed by students' sense-making, I conclude by presenting a revised, but unfinished, equity pedagogy framework. [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.]