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Justice, Law, and the Elite Student ...

Zhao, Sandy Yili.

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Justice, Law, and the Elite Student Experience in Russian and American Legal Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Justice, Law, and the Elite Student Experience in Russian and American Legal Education./
作者:	Zhao, Sandy Yili.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	208 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663564
ISBN:	9781321945386

Justice, Law, and the Elite Student Experience in Russian and American Legal Education.
Zhao, Sandy Yili.

Justice, Law, and the Elite Student Experience in Russian and American Legal Education. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 208 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Yale University, 2015.

This item is not available from ProQuest Dissertations & Theses.

Legal education is endangered in the contemporary United States and Russia, although that precariousness is manifested institutionally, socially and experientially in contrasting ways. In both countries, elite law schools are often exempted from the associated discourse of crisis, particularly in view of their consistently prestigious reputations and the careers these elite institutions engender. Yet the crisis in Russian and American legal education is especially stark in elite law schools and legal education more broadly. This is largely due to elite law graduates' unique connection to top leadership in politics and business. Nevertheless, elite law students' perspectives and trajectories are relatively under-researched. When elite students' positions and views are addressed, the conventional understanding is that their lower barriers to successful employment render their experiences and struggles of lesser concern. Based on in-depth interviews, participant observation and secondary research at Yale Law School and Moscow State University, my comparative study seeks to redress this gap. I show that there are systematic tensions in both Russia and the United States between the potential legal careers available to students on the one hand, and their personal emphases on the importance of the ideals and realization of justice on the other.

ISBN: 9781321945386Subjects--Topical Terms:

516174
Sociology.

Justice, Law, and the Elite Student Experience in Russian and American Legal Education.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Julia Adams.
502 $a Thesis (Ph.D.)--Yale University, 2015.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Legal education is endangered in the contemporary United States and Russia, although that precariousness is manifested institutionally, socially and experientially in contrasting ways. In both countries, elite law schools are often exempted from the associated discourse of crisis, particularly in view of their consistently prestigious reputations and the careers these elite institutions engender. Yet the crisis in Russian and American legal education is especially stark in elite law schools and legal education more broadly. This is largely due to elite law graduates' unique connection to top leadership in politics and business. Nevertheless, elite law students' perspectives and trajectories are relatively under-researched. When elite students' positions and views are addressed, the conventional understanding is that their lower barriers to successful employment render their experiences and struggles of lesser concern. Based on in-depth interviews, participant observation and secondary research at Yale Law School and Moscow State University, my comparative study seeks to redress this gap. I show that there are systematic tensions in both Russia and the United States between the potential legal careers available to students on the one hand, and their personal emphases on the importance of the ideals and realization of justice on the other.
520 $a These tensions are embodied in (1) the explicitly valued prospective career paths and those that the law school appears to rule out on behalf of its students, (2) the experience of antiquated pedagogy in legal training (at Moscow State) and the current practice of law in a context of pervasive political and economic corruption and (3) the highly theoretical orientation of legal training (at Yale) and practical realities in an increasingly complex legal profession. Net of institutional and historical differences, elite law students in Russia and the U.S. are articulating these tensions. My interviews and observations elicit a range of student orientations: more students do not fully accept the options available to them in school and legal careers than those who do. While this is true for students in both countries, the degree of acceptance and resilience is varied. In further empirical chapters, I show that Moscow State students are more reluctant to express specific negative views of their legal education, though more than half of the students interviewed addressed problems of law in Russian society for which their legal education is not adequately preparing them.
520 $a In the concluding chapter, I argue that legal education research benefits from more focus on elite student perspectives, specifically with regards to professional identity development and the social process behind choosing career paths. Socio-legal research as a whole should not underestimate the thriving importance of justice conceptualizations and their role in determining the social organization of the legal profession and its potential consequences for democratic political systems and the rule of law. Finally, notwithstanding larger goals of social justice in society, there are specific policy reforms that elite law schools can attend to: Yale Law School should provide more options and guidance for students in alternative career trajectories; Moscow State should update the structure and pedagogy of its law program.
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