The purpose of this research study was to investigate how minority First-Year Writing (FYW)/Composition faculty in the United States theorize and bring the notion of linguistic justice into their teaching. In other words, this study sought to examine pedagogies/practices minority faculty use to incorporate linguistic justice in their FYW/Composition courses from their standpoint, the very population whose language varieties, practices, and voices continue to remain on the periphery. Findings from the study would support composition faculty (new and seasoned) and writing programs across the United States to discover groundbreaking teaching practices from their colleagues of color. [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.]