Saint Louis University Law Journal, Vol. 58, 2013
22 Pages Posted: 27 Feb 2014 Last revised: 19 Mar 2014
Date Written: February 2014
There is a trend that I have observed in the course of leading my classes in discussions about the kinds of behavior that may constitute unlawful discrimination: the emergence of an attitude among students that society is simply “post-sex,” or no longer in need of most or all anti-sex discrimination jurisprudence. This Article details my own approach to teaching and to raising and conducting discussions about how anti-discrimination legislation and jurisprudence works in theory, in practice, and how it would/could work in an ideal world. I enjoy teaching students with a diversity of viewpoints. However, when I began to encounter a uniformity of views about the lack of a need for the protection of employees from sex discrimination, I found it necessary to revisit and think through my goals in and approach to these discussions, if for no other reason than the fact that students should be able to see both sides of issues, especially when the side with which they disagree reflects the current state of the law.
Keywords: Teaching, philosophy, methodology, law students, sex discrimination, employment law, labor law, post-sex generation, employment discrimination, Title VII, Price Waterhouse v. Hopkins
Suggested Citation: Suggested Citation
Stone, Kerri Lynn, Teaching the Post-Sex Generation (February 2014). Saint Louis University Law Journal, Vol. 58, 2013; Florida International University Legal Studies Research Paper No. 14-07. Available at SSRN: https://ssrn.com/abstract=2401755