Integrating DEI Concepts into the Law School Classroom

Kim D. Connolly and Elisa Lackey, The Buffalo Model: An Approach to ABA Standard 303(c)'s Exploration of Bias, Cross-Cultural Competency, and Antiracism in Clinical & Experiential Law, 70 Wash. U. J. L. & Pol'y 71 (2023). 

This article begins by explaining the background and history of ABA standard 303(c) which requires that law schools provide law students training in bias, cross cultural competency, and anti-racism. It then transitions into a discussion of the "Buffalo Method" a clinical education program at the University at Buffalo's School of Law that includes training in antiracism, cultural humility, and belonging. 

Sonia M. Gipson Rankin, What's (Race in) the Law Got to Do with It: Incorporating Race in Legal Curriculum, 54 Conn. L. Rev. 923 (2022). 

This article discusses the knowledge, skills, and values students need to discuss racial inequality in law school classrooms and provides classroom techniques for facilitating these, sometimes, difficult conversations. 

Amy C. Gaudion, Exploring Race and Racism in the Law School Curriculum: An Administrator's View on Adopting an Antiracist Curriculum (March 15, 2021). Rutgers Race and the Law Review, Forthcoming, Available at SSRN: https://ssrn.com/abstract=3805994. 

"This article provides a candid assessment of the demanding, and rewarding, work that is required to put into action the written words of institutional support for implementing an Antiracist curriculum."  -- From the article abstract

Dermot Groome, Educating Antiracist Lawyers: The Race and the Equal Protection of the Laws Program at Dickinson (March 5, 2021). Rutgers Race and the Law Review, Forthcoming, Available at SSRN: https://ssrn.com/abstract=3804866 or http://dx.doi.org/10.2139/ssrn.3804866

This article describes the development and implementation of Penn State Dickinson's Race and Equal Protection of the Laws Program. A program that draws upon Critical Pedagogy to help students understand, appreciate, and address the fraught relationship between race and the legal system. 

Nicole P. Dyszlewski, Integrating Diversity into the 1L Curriculum, One Librarian at a Time, 25 U.C. Davis Soc. Just. L. Rev. 64 (2021).

In this essay the author discusses her book project experience, lessons learned and next steps for integrating issues of diversity, inclusion, and equity into the 1L doctrinal curriculum in American law schools. 

Edward A. Purcell, Jr., Race Across the Curriculum: A Team-Taught Course on Law and Race in America, 66 N.Y.L. Sch. L. Rev. 125 (2021). 

This article describes an innovative team taught course on race, bias and advocacy developed by the N.Y. Law School faculty. The course is designed to enable faculty and students to engage more effectively with race-related problems and ultimately produce better informed teachers and more skilled practicing lawyers. 

Alexi Nunn Freeman & Lindsey Webb, Positive Disruption: Addressing Race in a Time of Social Change through a Team-Taught, Reflection-Based, Outward-Looking Law School Seminar, 21 U. PA. J.L. & Soc. CHANGE 121 (2018).

This Article contributes to the literature addressing the inclusion of race in the law school curriculum by providing an analysis of one race focused course, the Critical Race Reading Seminar (CRRS), developed and taught by a group of professors at the University of Denver Sturm College of Law. This uniquely co-taught seminar uses non-fiction books rather than legal texts and embraces assessments that are grounded in the students' reflections.