Building Conflict Resilience: It's Not Just About Problem-Solving

U. ARK. LITTLE ROCK L. REV., 2011

… 'l Black LJ, 2010

American racism continues to infect and affect the American education system. Students have different experiences with racism and discrimination based on their own racial backgrounds; these may lead to different realities in terms of attitudes, opinions, and actions. However, the shared experience of being students may also result in some similarities between students of different racial backgrounds. While a number of scholars have conducted research on diversity in higher education, there is little empirical research specifically examining the law school context, and even less using a national data set focused on student perspectives and experiences. This study relies on national survey and focus group data to examine levels of law student support for diversity in law

Chicago Kent Law Review, 2015

SSRN Electronic Journal, 2000

for their help with this Article. I also want to thank Dionne Koller for advising me on the ethical issues inherent in all legal scholarship. This Article was supported by a summer research stipend from the

Journal of Diversity in Higher Education, 2019

A concerted effort has been devoted to diversifying law schools. However, the focus has been almost exclusively on increasing the structural diversity of the student body rather than increasing diverse interactions. This study investigates the types of activities and experiences in law school that relate with more frequent diverse interactions. Findings illustrate several other factors, in addition to structural diversity, are related with more frequent diverse interactions. These factors include perceptions of a supportive and friendly law school environment, interactions with faculty members, positive relationships with other students, pro bono work, and being a member of a student organization.

Iowa Law Review, 1990

Keywords: Legal Education, Law, Constitutional Law, Administrative Law, Lawyers

Berkeley La Raza Law Journal, 2015

is a clerk for the honorable Judge Charles B. Day in the District Court of Maryland, and is a recent graduate of UC Berkeley School of Law. There, he formed and directed the Student Commission for Access to Legal Education (SCALE). He also served as Diversity Editor for the California Law Review and Co-President of the Men of Color Alliance. He earned his B.A. in Sociology at Harvard University (2006), and then served for five years as the Director of the Research Department for Hattaway Communications, a high-profile, mission-driven political consulting firm.

1984

SION 135 (1981). 7. The skills exalted in law school appellate moot court competitions-calmness under fire, the ability not only to respond to a difficult question but to turn it to one's advantage-are, not coincidentally, the same skills that permit students to survive the "Socratic" classroom approach. In most law schools, demonstrations of those skills rank, with law review accomplishment, at the apex of the status hierarchy.

Journal of Criminal Justice Education, 2015

In US, the political leadership draws disproportionately from lawyers, thus it is important to understand the political perspectives of students attending law schools across the nation. This study examines these variations in and across race and ethnicity. We ask, "How are student aspirations for careers in public interest law and government and political positions related to race, ethnicity, and social and political ideology?" Data for the study were collected in 2004 from 6,100 law students attending 64 US law schools. Results reveal significant differences in social and political ideologies by race and ethnicity and further demonstrate the correlation between race and ethnicity, political ideology, and career choice. We argue for greater representation of racial/ethnic minorities and individuals with a broad range of social-political ideologies in the nation's public interest sector and political leadership class, and further, more studies examining the career path of lawyers and law students.

How do people justify entering an occupation that conflicts with their morals, and what consequences do their justifications have for occupational inequality and change? Scholars have considered how morals shape identities and careers among workers, but we know less about how morals shape—and complicate—the choice to enter an occupation. We examine the case of liberal young adults considering entrance into the legal profession. Drawing on interviews with a racially diverse sample of 74 prospective law school students, we find that they exhibit moral conflict at the prospect of entering the profession. They articulate three occupational justification narratives for attending law school despite their criticisms: lifting up (exceptional lawyering); leveraging out (legal education for non-lawyer aspirations); and leaning in (conscientious class mobility/maintenance). These justifications differentiate between morally “good” and “bad” jobs, roles, tasks, and ways of being in the occupati...