Using a mixed-methods approach, this dissertation aims to bridge capacious theories of social justice with basic writing teachers’ on-the-ground experiences imagining and enacting socially just writing assessment. Composition and Literacy Studies scholars have argued that traditional writing assessment is often an antagonistic process for racially and linguistically minoritized student-writers whose linguistic and discursive practices may be implicitly or explicitly devalued in the basic writing classroom, a space that reflects the raced and classed ways student writing has historically been read by persons in power. To better understand ways of resisting iterations of white language supremacy in the basic writing classroom, my study asks how basic writing teachers who self-identify as valuing social justice frameworks define socially just writing assessment, how they practice these assessment strategies, and the supports and obstacles they navigate when enacting their assessment praxis. I use a random stratified sample to survey basic writing teachers across public degree-granting institutions, including Historically Black Colleges and Universities (HBCUs), Very High Research Institutions, Regional Comprehensive Institutions, and Community Colleges, in 11 northeast and midatlantic states and the District of Columbia (response rate: n=190, approximately 16%). I also conduct interviews with seven survey participants to gain nuanced insight into their successes and struggles with non-traditional writing assessment. To my data analysis I bring a critical attention to teachers’ labor conditions and an understanding that formal educational spaces in the US typically perpetuate white settler logics that prioritize discipline and surveillance. My data show that a variety of definitions of, terminologies around, and approaches to socially just writing assessment are present among participants; relatedly, participants express a range of orientations toward approaching linguistic and discursive difference in ways that do not harm students. This study demonstrates that participants’ racial identity and adjunct status, the credit status of their courses, and the degree of access to community-building and support for social justice approaches to the writing classroom, affect the ways participants relate to, practice, and see the urgency of non-traditional writing assessment in the basic writing classroom.