| Resumen : |
This article attempts to construct arguments that will expose the Socratic Method's disparate impact upon women law students, and lay a path to constitutional redress under the equal protection doctrine. This will be done in three steps. Firstly, this article will examine the historical pattern of discrimination against women in American law schools for the past one hundred and thirty years. Secondly, through the presentation of both testimonial and statistical evidence of the disparity in classroom experience, grades, and grade-based opportunities, an enhanced view of the severity of the discrimination women face will emerge. Finally, I argue that the disparity itself will substantiate an equal protection claim against this pedagogical practice in many state-funded universities |
