Wealthy and White: Legal Education at the Auckland Law School
Notice bibliographique
Résumé
Research in some other countries indicates that affluent, white students are overrepresented in law schools, and benefit from an environment that caters closely to their needs, while students who are not from this group are under-represented and face additional challenges that they must negotiate through their studies. Preliminary quantitative research published in 2018 suggested that high-socioeconomic background students comprised the majority of University of Auckland law students and enjoyed the greatest success in and lowest rates of attrition from the law degree. Similarly, the literature capturing qualitative and personal accounts across law schools in Aotearoa indicated that the law school environment may privilege Pākehā students from “elite” backgrounds. This research project sought to explore how socioeconomic factors impacted the experiences of individual law students during their studies at the University of Auckland. Law students in their final two years of study, and who attended decile one through four secondary schools (that is, the 40 per cent most socioeconomically deprived), were invited to participate in focus groups to discuss their experiences studying law. The purpose was to obtain qualitative data indicating the experience of students that previous research indicates are disadvantaged in the law school environment. Results indicate that the law school environment is culturally Pākehā and affluent and optimises the success of students who are from this group. Students who are not part of this cultural majority face additional challenges when trying to realise their academic potential and socially network in the law school environment, and the onus is on them to expend additional time, energy and resources to bridge these gaps. Barriers are often cultural and social rather than directly financial, although personal financial constraints appear to intersect to amplify the effect of these social and cultural inequalities. More research on the experiences of tauira Māori and students from other ethnicities is needed in this space to fully understand the law school as an institution that centres culturally Pākehā and affluent norms, behaviours and social structures. Further intersectional analysis is required. Participants’ experiences are consistent with those reported in other qualitative studies, in both Aotearoa and the comparable jurisdictions examined (Australia, Canada, England and the United States) of the lived experiences, and barriers to the academic and career success of, disadvantaged students. More normatively, the findings confirm the descriptive value of both Bourdieusian and intersectional accounts of subordination in higher education contexts, which predicted the experiences reported by focus group participants. The results demonstrate the applicability of this extensive body of literature to the domestic context of Aotearoa.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».