The Paradox of Faculty-Student Interactions

Abstract

Women of color in legal academia have a complicated relationship with students, as evidenced by empirical data. Most of these professors have strong positive relationships with students from all backgrounds. In fact, this accessibility can result in service overload with constant student meetings and events that are rarely acknowledged or rewarded by colleagues or administrators. Furthermore, the few students who push back in the classroom and on course evaluations not only drain the energy and effort of their women of color professors but also shroud the learning environment in tension and negativity. This Essay sheds light on this paradox, including solutions to improve not only the experience for women of color faculty but also legal education overall.

Keywords: Legal education, law faculty, law students, faculty diversity, student evaluations

JEL Classification: I00,I2, I21, I23, I24,