Community College Written Communication 1 (ENC) instructors encounter complex challenges when attempting to teach writing skills to diverse student populations. The purpose of this qualitative phenomenological study is to explore the perceptions of full-time community college ENC faculty and determine the instructional strategies they use to evaluate the writing of traditionally marginalized students, who may be discounted or excluded from mainstream educational, social, economic, and cultural environments, based on the nature of their identity by the majority population (New London Group, 1996). This research has determined the degree to which ENC writing instructors incorporate the New Literacy Studies' concepts into their teaching practices. Two theoretical frameworks have guided this study: the New Literacy Studies concepts of Situated Learning and Critical Literacy Pedagogy (Freire, 1970; Gee, 1992; Heath, 1983; Ladson-Billings, 1995 and Situated Learning (Barton et al, 2000; Black & Allen, 2018; Lave & Wenger, 1991). The second theoretical framework is the concept of Social Cognitive Theory, as related to Teacher Self-Efficacy (Bandura, 1977a, 1977b, 1986, 1997). Each theory relates to New Literacy Studies and focuses on best instructional practices that take into account students' socialization and cultural backgrounds. It focused on exempt Florida high school students who graduated in the past ten years (2013) or later who often do not succeed in post-secondary education (FCS, 2019; FLDOE, 2014a, 2014b; FLDOE, 2018a, 2018b; FLDOE, 2019; Peel, 2017). Data collected attempted to gain knowledge about ENC faculty and explore how perceptive they are to adopting teaching techniques that consider their students' socialization and cultural backgrounds. In the Florida College System (FCS), ENC 1101 is a critical component in academic pathways because it is "…the first course that provides transferable, college-level credit, allowing a student to progress in his or her program of study" (FL. STAT. § 48.1008.30, 2018). Passing rates of students in community college ENC courses are about 80 percent, but the remaining 20 percent of students who fail the first-year ENC composition course are often traditionally marginalized students whose socialization and cultural backgrounds differ from those of the majority population (FCS, 2018; FLDOE, 2014a, 2014b). Participants in this design consisted of eight full-time community college ENC faculty who have taught for a minimum of five years. The researcher digitally recorded one-hour face-to-face, virtual, or telephone interviews. To detect the development of emergent themes, data analysis included systematic methods, such as epoching, bracketing, and coding. These findings may inform ENC faculty on how to implement the New Literacy Studies critical pedagogy to enhance the academic experiences of all community college 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.]