Abstract
Australian law schools are becoming increasingly diverse. Yet, there is very little quantitative or qualitative data on diversity in law schools and even less research examining how students’ diverse backgrounds and social identities–including their sexual orientation and gender identity–affect their law student experience. This article begins to fill this gap in the literature by reporting the findings from a study examining the law school experiences of LGBTQI+ students at all law schools within a single Australian state. The study reveals that much of the law school experience is similar for both LGBTQI+ and non-LGBTQI+ students, and that LGBTQI+ law students generally perceive law school to be an accepting and equitable environment. However, compared to their non-LGBTQI+ peers, LGBTQI+ law students self-censor more often, witness more bullying and harassment, and feel more stress when interacting with academic staff. Based on the findings from the study, the article suggests strategies law schools might consider to support LGBTQI+ diversity, visibly promote acceptance of “otherness” in tangible ways, and ensure a safe learning environment in which all students can flourish.
RAS ID
39683
Document Type
Journal Article
Date of Publication
2022
Volume
56
Issue
3
Funding Information
Public Purposes Trust of the Law Society of Western Australia
School
School of Arts and Humanities
Publisher
Taylor & Francis
Recommended Citation
Ricciardo, A., Rogers, S. L., Puttick, S. D., Skead, N., Tarrant, S., & Thomas, M. (2022). Understanding, promoting and supporting LGBTQI+ diversity in legal education. DOI: https://doi.org/10.1080/03069400.2021.1949183
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in THE LAW TEACHER on 24/08/2021, available online: http://www.tandfonline.com/10.1080/03069400.2021.1949183.
Ricciardo, A., Rogers, S. L., Puttick, S. D., Skead, N., Tarrant, S., & Thomas, M. (2022). Understanding, promoting and supporting LGBTQI+ diversity in legal education. The Law Teacher, 56(3), 307-334.
https://doi.org/10.1080/03069400.2021.1949183