SMU Dedman School of Law professor Joanna L. Grossman responds to a recent Wall Street Journal op-ed criticizing soon-to-be First Lady Jill Biden for using the academic title she earned. Professor Grossman dissects the op-ed, penned by a retired lecturer at Northwestern University, and explains the deep and pervasive sexism behind it.
Illinois law dean Vikram David Amar and professor Jason Mazzone describe the increasing importance of courts and lawyers in safeguarding and reinforcing the role of factual truths in our democracy. Dean Amar and Professor Mazzone point out that lawyers and judges are steeped in factual investigation and factual determination, and they call upon legal educators (like themselves) to continue instilling in students the commitment to analytical reasoning based in factual evidence, and to absolutely reject the notion that factual truth is just in the mind of the beholder.
In this second in a series of columns on the U.S. Department of Education’s recent push toward a higher burden of proof in determinations of sexual harassment or assault under Title IX, Cornell Law professor Sherry F. Colb suggests that gendered narratives play a role in people’s willingness to regard an acquaintance rape case as “he said/she said.” Colb describes several examples in which people prefer a story that confirms a pre-existing bias over truth based on evidence.
Cornell law professor Sherry F. Colb comments on the U.S. Department of Education’s recent push toward a higher burden of proof in determinations of sexual harassment or assault under Title IX. In this first part, Colb suggests that men who say “not guilty” in response to a sexual assault accusation are not especially credible and that we accordingly need an explanation for why people find the accuser’s words equally lacking in credibility (and therefore call the dispute a “he said/she said” dilemma for the factfinder).
Illinois law dean and professor Vikram David Amar comments on some of the questions commentators and analysts are, or will soon be, asking—specifically why we have bar exams for legal licensure, and, assuming we retain them, what they should look like going forward. Amar observes the limitations of the so-called diploma privilege advocated by some and suggests that states adopt greater interstate uniformity in their bar exams, shift toward more performance (as opposed to memorization) exams, and move away from being so time pressured.
Michigan Law dean emeritus Evan Caminker discusses a decision by the U.S. Court of Appeals for the Sixth Circuit, in which that court held that the Fourteenth Amendment’s Due Process Clause secures schoolchildren a fundamental right to a “basic minimum education” that “can plausibly impart literacy.” Caminker—one of the co-counsel for the plaintiffs in that case—explains why the decision is so remarkable and why the supposed dichotomy between positive and negative rights is not as stark as canonically claimed.
SMU Dedman School of Law professor Joanna L. Grossman and Duke law professor Katharine T. Bartlett explain why a public school district in Texas violated both the federal Constitution and Title IX by having (and enforcing) a hair-length policy for boys but not for girls. Grossman and Bartlett describe the facts of the case and the legal landscape for sex-specific dress and appearance policies before concluding that the school district’s decision to enforce the policy was not only poor judgment but illegal.
Cornell law professor Sherry F. Colb comments on a minority practice by a number of male faculty at law schools and other institutions of announcing an “open door” policy in their offices, purportedly to protect against false accusations of sexual assault or sexual harassment. For purposes of discussion, Colb steps into the role of a hypothetical male faculty member who has such a policy, and then stepping back out of role, she discusses the pros and cons of such policies.
Illinois law professor Lesley Wexler comments on a recent report on Faculty Sexual Misconduct issued by a committee at the University of Illinois at Urbana-Champaign that calls for a sweeping overhaul of the University’s approach to sexual harassment. Wexler begins to explore the proposed reforms, describing the major changes and what they aim to address, and she raises some of the questions that the reforms present.
University of Florida Levin College of Law professor and economist Neil H. Buchanan explains why providing free college tuition for all students is the best investment the United States can make in its own future. Buchanan addresses several of the most common arguments against free college tuition, arguing that they purely moralistic objections that do not hold up to scrutiny.
Cornell law professor Michael C. Dorf offers some advice to new law students, highlighting the importance of being able to distinguish among different types of legal questions—easy questions, complicated questions, and indeterminate questions. Dorf explains what he means by each type of question and concludes with a caveat and a warning.
In this third and final column in a series about the legal challenge to Harvard Law Review’s diversity program, Illinois law dean Vikram David Amar and professor Jason Mazzone consider how much deference courts should give to law reviews when they assert diversity as a basis for considering race and gender. Amar and Mazzone anticipate that even in the unlikely event that this lawsuit reaches the Supreme Court, any fundamental changes to existing affirmative action doctrine would likely require the Court to weigh in on multiple cases over an extended period.
Illinois law dean Vikram David Amar and professor Jason Mazzone continue their discussion of whether law reviews may take race and gender into account in selecting members and articles. In this second of a three-part series of columns, Amar and Mazzone analyze some of the key substantive arguments made by the plaintiff in the lawsuit.
Illinois law dean and professor Vikram David Amar comments on a challenge presently facing public (and many private) universities: how best to handle student organizations’ invitations of contentious speakers to speak on campus. Amar points out the legal limitations to some proposed solutions and argues that the law should adapt to a changing world to allow universities more options to craft data-informed and viewpoint-neutral policies.
In this first of a series of columns, Illinois law dean Vikram David Amar and professor Jason Mazzone comment on a legal challenge to the practice by Harvard Law Review of taking into consideration race, gender, and other demographic factors when making membership decisions. Amar and Mazzone highlight some of the hurdles the challenger faces in establishing standing— the right to have the dispute heard in a federal forum.
Cornell law professor Sherry F. Colb explains how the Enhanced Assess, Acknowledge, Act (EAAA) program might help change the way we think about acquaintance rape and reduce the incidence of such rape and other similar sexual crimes. Colb points out some of the shortcomings of consent-focused education about rape and describes how EAAA addresses many of these shortcomings.
Cornell law professor Michael C. Dorf discusses the Department of Education’s recent Notice of Proposed Rulemaking rules requiring due process protections for those accused of sexual assault or harassment in Title IX cases. Dorf provides a history of Title IX, explaining how the Obama administration issued guidance and instituted reforms to how institutions should approach addressing allegations of such conduct. He acknowledges the Department of Education's shift in policy under the Trump administration that led to its proposed rulemaking issuance, and argues that the Department only has the authority to permit these additional due process protections in most instances, rather than outright require institutions to adhere to them.
Cornell law professor Sherry F. Colb observes that we as a society have become extremely credulous for an era of cynicism and that we as individuals have divested ourselves of critical judgment, preferring instead to defer to people who share our political ideology or qualify for special status for some other reason. Colb considers what might be driving this deference and how we can combat it. She points out that constructive disagreement is healthy and that “viewpoints are not violence, disagreement is not hatred, and no one has a patent on the truth.”
Cornell law professor Sherry F. Colb describes the recent trend among professors to give “trigger warnings” prior to discussing sensitive materials with students and explains why she has chosen not to provide such warnings to her students. Colb points out that there is no reliable evidence that the warnings work as advertised; rather, they might actually do more harm than good. Colb concludes that an education necessarily means encountering ideas and theories that do not sit well with what one already believes, and students should not have the right to skip days or receive warnings when professors will be talking about unwelcome facts or theories.
Cornell University law professor Joseph Margulies relates the story of one young man whose early life experiences and mistakes landed him in prison but who, after excelling in the Cornell Prison Education Program—a program in which Cornell professors teach university classes to prisoners—was released on parole after his first parole hearing and now attends Cornell University as a student. Margulies explains that this young man—Darnell Epps—may be exceptional, but he is not unique in being a person incarcerated at an early age who can redeem himself and contribute great things to our society.