Repositorio bibliográfico
Eje Género y Universidad
| Título: | Combating Gender Inequities in Law School: Time for a New Feminist Rhetoric that Encourages Practical Change |
| Autor: | Howell, Caitlin |
| Temática: | |
| Palabras clave: | Gender inequities & Gender inequities in law school |
| Fecha de publicación: | 2008 |
| Revista: | The Modern American |
| Editorial: | |
| Resumen : | Despite the fact that law schools are admitting men and women in relatively equal numbers, they are failing to adequately prepare women for success. Not only do women report feeling marginalized in law school classrooms, but also they statistically under-perform men. Additionally, men continue to dominate the upper levels of the legal profession. Recently though, it has also become clear that men experience law school negatively. Just like women, men are not being taught all the skills they need to be effective attorneys. Over the course of contemporary women’s legal history, different feminist scholars have attempted to identify solutions to gender inequities in law school. Many feminist legal scholars have hypothesized that the adversarial nature of law school is inherently discriminatory against women because it rewards masculine behavior. They argue that the Socratic method, the hierarchical nature of law school journals, the fierce competition for clerkships and externships, and mock/moot court competitions all reward such behavior. These feminist scholars, therefore, propose a reinvention of law school pedagogy that would reward feminine behavior. They also propose to insert feminist perspectives into the curriculum. This essay argues that while this approach could benefit women and men, it may perpetuate gender inequity by stereotyping a highly diverse group of women. |
| Tipo material: | Artículo |
| Idioma: | Inglés |
| Formato: | |
| Tipo de acceso: | Abierto |
| URL: | https://digitalcommons.wcl.american.edu/cgi/viewcontent.cgi?article=1046&context=tma |