Abstract:

In the U.S., students of color are underrepresented in law schools. Subsequently, there are fewer practicing attorneys and judges of color. Without adequate representation of individuals of color within the U.S. legal system, the efficacy of the system to fairly work with individuals of color comes into question. This proposal explores factors that may be related to this underrepresentation. An opportunity to address the inequitable representation of minority individuals within the legal system in the U.S. was provided through funding secured through AccessLex. The AccessLex Institute is a nonprofit organization committed to helping talented, purpose-driven students find their path from aspiring lawyer to fulfilled professional. Through AccessLex funding the University of North Texas and the University of North Texas-Dallas have received funding to develop a course that has been designed to prepare all students, but particularly students of color, to successfully gain admission into law school.

A major barrier to law school admission is the Law School Admissions Test (LSAT). LSAT scores are required as part of the admission process for almost all U.S. law schools. Currently, the LSAT contains three sections covering reading comprehension, analytical reasoning, and logical reasoning. The new preparatory course developed with AccessLex funding has a “whole student” approach that bases preparation on improving academic self-concept, critical thinking skills and reading comprehension. Students practice test taking skills throughout the course by taking a regiment of both critical thinking assessments and practice LSATs.

In addition to academic and self-concept skills, students review factors that may be barriers to successful admission into law school such as stereotype threat, disparity in income and imposter syndrome. Through readings and class discussions, students are made aware of these often hidden factors that can impact LSAT scores.

Through assessments, students are provided with a pre and post course view of their personal academic self-concept. For quick analysis, students are provided with both self-concept change scores and academic change scores as they progress through the course. Each student’s information is displayed visually in a dashboard that provides each participant with a comprehensive view of his or her skill set. Through the dashboard, student progress can be charted throughout the semester. This information is used to assist student with developing a plan to prepare for the LSAT and subsequent admission into Law School. Students leave the course with a comprehensive plan of study designed to maximize each student’s potential for entering law school. First semester data will be reviewed in this paper.

Keywords:

Law school preparation, minority students, dashboards.