Bradley, Karen. The Incorporation of Women into Higher Education: Paradoxical Outcomes. Sociology of Education. Vol. 73, No. 1 (Jan 2000), 1-18.

In this article, the author discusses how gender differentiation has declined surprisingly little. The author examines the ways in which higher education structures and policies affect women and how changes in those structures and policies improve women’s experiences. The author further discusses how the occupational distribution of women and men has changed surprisingly little over time. This research is related to my thesis statement because with the implementation of curriculum that reflects the struggles women have faced in the law and a focus on how gender affects the law today, the experiences of women in law school would be much more positive. This would, in turn, lead to higher enrollment by women into law schools that will not be turned off by the traditional teaching pedagogies that tend to benefit white males. On that same note, the implementation of curriculum that reflects the history race has had on the law would attract more minority students. WC=155

Hoffman, Diane M. Culture and Self in Multicultural Education: Reflections in Discourse, Texts, & Practice. American Educational Research Journal. Vol. 33, No. 3, 545-569. 

In this article, the author discusses contemporary American multiculturalism from an anthropological perspective. She argues that contemporary American multiculturalism is needed in order to advance research and promote more genuine forms of multicultural teaching and learning. With a focus on multicultural education, we can focus on developing models for learning culture that can promote transformation in a way that we conceptualize and practice education. In addition, we can research what forms of teaching are more effective and what teaching methods are not effective. This study is directly focused to my thesis because with an implementation of multicultural and race focused legal education, we would promote an understanding of each other that would help each of our skills in becoming more effective lawyers for the multicultural society that we live in. Moreover, it will promote a dialogue among colleagues in the law school about the impact race had on the law in our history. WC=153

Panter, A.T., Daye, C.E., Allen, W.R., Wightman, L.F. and Deo, M. Everyday Discrimination in a National Sample of Incoming Law Students. Journal of Diversity in Higher Education 1, 67-79.

The authors of this article argue that law students are at a greater risk for stress related health problems. This annotation focuses on how everyday discrimination of law students affects learning and success. Based on research, the authors found that “engagement, social support, and perceptions of academic success” were directly linked to an enhanced satisfaction of life among law students. The authors discuss the fact that everyday discriminatory experiences are associated with negative mental and physical health, less positive cross-racial counseling relationships, and alienation in educational environments for underrepresented racial and ethnic groups. The authors conclude that smaller and more diverse law schools with high quality class discussions were more conducive to life satisfaction. When law students were able to participate in class discussions and engage with their classmates, law students were more satisfied with their lives. Finally, when students felt support from their academic community, they were more successful. WC=151