J. Arrigo, Hierarchy Maintained: Status and Gender Issued in Legal Writing Programs, 70 Temp. L. Rev. 117 (1997) (discussing the history of legal education from trade school to graduate academic discipline, the development of legal writing instruction throughout that history, and the current gendered inequalities resulting from that development, and then attacking potential justifications for the current state of the profession).
Lorraine K. Bannai, Challenged x 3: The Stories of Women of Color Who Teach Legal Writing, 29 Berk. J. Gender L. & Just. 275 (2014) (building on Teri McMurtry-Chubb’s work and providing first-person narratives describing the intersecting obstacles based on race, gender, and status faced by women of color who teach legal writing).
J.A. Durako, Second-Class Citizens in the Pink Ghetto: Gender Bias in Legal Writing, 50 J. Leg. Educ. 562 (2000) (relying on survey data to illuminate gender-based salary inequality among legal writing directors by showing that women directors earn only 80% of the salary of men directors, even holding all other factors constant).
Edwards, Teaching Legal Writing as Women’s Work: Life on the Fringes of the Academy, 4 Cardozo Women’s L. J. 75 (1997) (discussing the history and then-present of legal writing as “women’s work,” including an examination of the history of the profession, institutional obstacles, and student views toward legal writing).
Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González & Angela P. Harris eds., 2012) (providing an account of the intersecting roles of race, gender, and class in the working lives of women faculty of color; through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color).
Michael J. Higdon, A Place in the Academy: Law Faculty Hiring and Socioeconomic Bias, 87 St. John’s L. Rev. 171, 178-185 (2013) (observing that law schools hire faculty almost exclusively from a small group of elite institutions which select their students from a small sliver of the top of the socioeconomic ladder and discussing how this elite-favoring process serves to reify the elitism of legal education).
Lucille Jewell, Bourdieu and American Legal Education: How Law Schools Reproduce Social Stratification and Class Hierarchy, 56 Buff. L. Rev. 1155 (2008) (drawing on Bourdieu’s class theory to chart a theory of class for the legal profession and legal education and arguing that legal educators should both acknowledge and push against the perpetuation of the law’s status hierarchies).
J.M. Levine & K.M. Stanchi, Women, Writing & Wages: Breaking the Last Taboo, 7 Wm. & Mary J. Women & L. 551 (2000) (providing data on the disparity between male-dominated tenure-track positions and female-dominated non-tenured legal-writing positions, including a historical review of how that disparity widened as the two roles became gendered during the 1980s).
Teri A. McMurtry-Chubb, Writing at the Master’s Table: Reflections on Theft, Criminality, and Otherness in the Legal Writing Profession, 2 Drexel L. Rev. 41 (2009) (applying an intersectional analysis to issues of race, gender, and status that affect women of color who teach legal writing, examining the importance of expanding the community of women of color in the profession, and proposing that increased professional status could make legal writing positions more desirable for women of color).
Teri A. McMurtry-Chubb, On Writing Wrongs: Legal Writing Professors of Color and the Curious Case of 405(c), 66 J. Legal Educ. 575 (2017) (discussing the unique problems faced by women of color teaching legal writing with 405(c) status based on, among other things, unequal burdens of mentorship, gendered and racialized conceptions of competence, and the lack of women of color in director roles).
Laura M. Padilla, Intersectionality and Positionality: Situating Women of Color in the Affirmative Action Dialogue, 66 Fordham L. Rev. 843 (1997) (discussing the need for an intersectional view of affirmative action, focusing specifically on discrimination faced by women of color, including an analysis of women of color law students and faculty members at pages 858-60, 877, 879, 893-900).
K.S. Stanchi & J.M. Levine, Gender and Legal Writing: Law School's Dirty Little Secrets, 16:3 Berk. W. L. J. (2001) (addressing disparate impacts against legal writing professors and the efforts the community has made to remedy these problems).
Deleso A. Washington, The Anatomy of A "Pantsuit": Performance, Proxy and Presence for Women of Color in Legal Education, 30 Hamline J. Pub. L. & Pol’y 605 (2009) (giving a literary description of the challenges women of color face in the legal academy due to the intersection of gender, race and class).