Susan J. Adams, Because They're Otherwise Qualified: Accommodating Learning Disabled Law Student Writers, 46 J. Legal Educ. 189 (1996) (discussing learning disabled (LD) law students and what constitutes a learning disability and explaining circumstances leading to increasing numbers of LD students in law schools).
Susan J. Adams, Leveling the Floor: Classroom Accommodations for Law Students with Disabilities, 48 J. Legal Educ. 273 (1998) (discussing accommodations for students with disabilities in the law school classroom with practical recommendations).
Margalynne Armstrong & Stephanie Wildman, Teaching Race/Teaching Whiteness: Transforming Colorblindness to Color Insight, 86 N.C. L. Rev. 635 (2008) (proposing adopting "color insight” in law school classrooms, which would admit that most of us do see race and underline the need to understand what that racial awareness might mean and includes practical techniques for the classroom).
Lorraine K. Bannai and Anne Enquist, (Un)Examined Assumptions and (Un)Intended Messages: Teaching Students to Recognize Bias in Legal Analysis and Language, 27 Seattle U. L. Rev. 1 (2003) (discussing how legal writing courses can address cultural bias and its effect on legal analysis and language with specific discussion of challenges and tips for handling them in the classroom).
Mary Beth Beazley, Finishing the Job of Education Reform, 51 Wake Forest L. Rev. 275 (2016) (arguing that extending tenure to legal writing and other skills faculty will help to advance the goals of education reform in a variety of ways).
Faisal Bhabha, Towards a Pedagogy of Diversity in Legal Education, 52 Osgoode Hall L.J. 59 (2014) (positing that meaningful pedagogical commitment to diversity in legal education may be achieved through experiential/clinical instruction).
Anastasia M. Boles, Seeking Inclusion from the Inside Out: Towards a Paradigm of Culturally Proficient Legal Education, 11 Charleston L. Rev. 209 (2017) (advocating that law schools abandon ad hoc diversity efforts and instead apply a “cultural proficiency” framework to the administration of law schools, the training of faculty, and the instruction of law students).
Charles Calleros, Training a Diverse Student Body for a Multicultural Society, 8 La Raza L.J. 140 (1995) (exploring the benefits of raising issues in culturally diverse contexts in the law school classroom and examining techniques for doing
so effectively).
Mark A. Chesler, et al., Perceptions of Faculty Behavior by Students of Color, 16 Mich. J. of Pol. Sci. 54 (1986) (discussing a study of student survey responses to illuminate what students of color perceive about their professors in the classroom, including what makes them uncomfortable and what could be done to educate them better).
Okianer Christian Dark, Incorporating Issues of Race, Gender, Class, Sexual Orientation, and Disability into Law School Teaching, 32 Willamette L. Rev. 541 (1996) (giving practical guidance for creating inclusive environments in law school classrooms as well as a thorough analysis of the current shortcomings).
Andrea A. Curcio, Teresa M. Ward & Nisha Dogra, Educating Culturally Sensible Lawyers: A Study of Student Attitudes about the Role Culture Plays in the Lawyering Process, 16 U.W. Sydney L. Rev. 98 (2012) (presenting findings from a U.S. survey related to students’ attitudes regarding the role of culture and law, and discussing the implications for developing teaching methods and materials designed to improve students’ cultural sensibilities).
Sean Darling-Hammond & Kristen Holmquist, Creating Wise Classrooms to Empower Diverse Law Students: Lessons in Pedagogy from Transformative Law Professors, 25 La Raza L.J. (2015) (building on research regarding
legal pedagogy, inclusive pedagogy, and the results of eleven in-depth-interviews
with “transformative professors” who UC Berkeley Law students identified as being skilled at creating safe spaces and ensuring that individuals from all backgrounds succeed academically).
Annette Demers, Cultural Competence and the Legal Profession: An Annotated Bibliography of Materials Published Between 2000 and 2011, 39 Int’l J. Legal Info. 22 (2011) (providing an annotated bibliography of cross-cultural resources for legal education, with a somewhat international focus, including materials related to legal education, the legal profession, business professionals, teaching cultural competence, and issues of competence specifically discussing clients of aboriginal descent, with mental illness, with disabilities, with special education needs, or who identify as LGBTQ).
K. P. Dennis, Ensuring a Multicultural Educational Experience in Legal Education: Start with the Legal Writing Classroom, 16 Tex. Wesleyan L. Rev. 613 (2010) (exploring multicultural education in law schools by discussing theories of multicultural education, examining the educational practices of nine sample institutions, and reflecting on the author’s own experience employing multicultural pedagogy in a required first-year legal writing course).
Meera E. Deo, et al., Paint by Number? How the Race and Gender of Law School Faculty Affect the First-Year Curriculum, 29 Chicano/a-Latino/a L. Rev. 1, (2010) (reporting the results of a law-student survey and follow-up interviews regarding professors’ differing approaches to classroom discussions of race and gender based on differences in the professors’ racial or gender identity).
Neil Hamilton & Jeff Maleska, Helping Students Develop Affirmative Evidence of Cross-Cultural Competence, 19 Scholar 187 (2017) (positing that students will work toward more developed cross-cultural competence in a self-interested quest for meaningful employment, and giving examples of techniques for law students to improve cultural competence).
Pamela Edwards, et al., Teaching Law in a Multicultural, Multilingual Context (2008) (giving four authors’ separate experiences teaching law in a multicultural context, including examinations of the curriculum generally, large classroom teaching, a legal research seminar, clinical teaching, and academic support, with a focus on the authors’ personal experiences).
R. Johnson, The Importance of Student Diversity in Law Schools: One Dean’s Perspective, 96 Iowa L. Rev. 1549 (2011) (discussing the benefits of diversity in legal education, with a focus on both student diversity and faculty diversity and examining how law schools can overcome obstacles to achieving faculty diversity).
Rachel Moran, When Intercultural Competency Comes to Class: Navigating Difference in the Modern American Law School, 26 Pac. McGeorge Global Bus. & Dev. L.J. 109 (2013) ( discussing various ways law schools can incorporate intercultural competency into the curriculum, including infusion into core courses across the curriculum, immersion, and a narrower specialization approach).
Arin N. Reeves, Written in Black & White: Exploring Confirmation Bias in Racialized Perceptions of Writing Skills (2014), http://nextions.com/wp-content/uploads/2017/05/written-in-black-and-white-yellow-paper-series.pdf (exploring whether confirmation bias unconsciously causes supervising lawyers to more negatively evaluate legal writing by an African American lawyer).
Leslie M. Rose, Teaching Gender as a Core Value in the Legal-Writing Classroom, 36 Okla. City U. L. Rev. 531, 536 (2011) (discussing methods for introducing gender in legal writing classes by consciously avoiding stereotypes and teaching gender-neutral language).
Laura Rothstein, Forty Years of Disability Policy in Legal Education and the Legal Profession: What Has Changed and What Are the New Issues?, 22 Am U. J. Gender & Soc. Pol’y 519 (2014) (examining how the ADA has affected the policies of the ABA, AALS, LSAC, and NBEX with respect to individuals with disabilities, the current status of legal education and the legal profession with respect to people with disabilities, and the range of issues facing law students, lawyers, and clients).
Antoinette Sedillo Lopez, Beyond Best Practices for Legal Education: Reflections on Cultural Awareness - Exploring the Issues in Creating a Law School and Classroom Culture, 38 Wm. Mitchell L. Rev. 1176 (2012) (exploring challenges and opportunities of bringing cross-cultural issues into a law school classroom and some of the issues raised in consciously creating a more professional and culturally sensitive law school culture).
Julie Spanbauer, Using a Cultural Lens in the Law School Classroom to Stimulate Self-Assessment, 48 Gonz. L. Rev. 365 (2013) (demonstrating that adopting a cross-cultural approach to teaching law students will benefit both students and faculty).
Kathryn M. Stanchi, Resistance Is Futile: How Legal Writing Pedagogy Contributes to the Law's Marginalization of Outsider Voices, 103 Dick. L. Rev. 7 (1998) (arguing that the two dominant pedagogies of legal writing instruction, the process view and the social view, can stifle the voices of outsiders in the legal academy, leading to their further alienation).
Bonny L. Tavares, Changing the Construct: Promoting Cross-Cultural Conversations in the Law School Classroom, 67 J. Legal Ed. 211 (2017) (identifying pedagogical advantages of incorporating cross-cultural awareness into the law school classroom and identifying methods to create effective and safe classroom environments for facilitating cross-cultural discussions).
Christina A. Zawisza, Teaching Cross-Cultural Competence to Law Students: Understanding the Self as Other, Fla. Coastal L. Rev. 185 (2016) (offering five stepping stones for understanding self and others through a cultural lens).