Gregory S. Parks (Wake Forest; Google Scholar), A Message to White Law Faculty: Mentor Racial Minority Students:
Pursuant to Law School Survey of Student Engagement’s (“LSSSE”) 2020 Diversity and Exclusion Annual Survey, there are troubling findings with regard to racial minority students’ sense of belonging and institutional support. … Students of color are more likely to believe that their school does “very little” to ensure they are not stigmatized based on identity characteristics. Twenty-five percent of Black, 18% of Latinx, and 14% of Native American students—compared to 9% of White students—agree with the statement.
Faculty of color often shoulder a disproportionate amount of emotional labor in supporting students of color. As such, White law faculty can and should play a meaningful role in making the law school experience one where racial minority law students feel a greater sense of belonging and institutional support. That is through mentoring. …
It takes work to be a good mentor. But it pays dividends for the mentee, mentor, institution, and legal profession. Law faculty have a lot on their plate. And while it is unreasonable to think that law faculty, in the aggregate, can mentor every law student at their school, the truth is that we can likely do much better than we are doing. And given that racial minority law faculty often carry much of the emotional labor associated with supporting the most marginalized law students, White colleges can and should play a much more significant role in this effort.