Kathryne M Young

How to Be Sort of Happy in Law School

• Broschiertes Buch

Produktbeschreibung

Each year, over 40,000 new students enter America's law schools. Each new crop experiences startlingly high rates of depression, anxiety, fatigue, and dissatisfaction. Kathryne M. Young was one of those disgruntled law students. After finishing law school (and a PhD), she set out to learn more about the law school experience and how to improve it for future students. Young conducted one of the most ambitious studies of law students ever undertaken, charting the experiences of over 1000 law students from over 100 different law schools, along with hundreds of alumni, dropouts, law professors, and more. How to Be Sort of Happy in Law School is smart, compelling, and highly readable. Combining her own observations and experiences with the results of her study and the latest sociological research on law schools, Young offers a very different take from previous books about law school survival. Instead of assuming her readers should all aspire to law-review-and-big-firm notions of success, Young teaches students how to approach law school on their own terms: how to tune out the drumbeat of oppressive expectations and conventional wisdom to create a new breed of law school experience altogether. Young provides readers with practical tools for finding focus, happiness, and a sense of purpose while facing the seemingly endless onslaught of problems law school presents daily. This book is an indispensable companion for today's law students, prospective law students, and anyone who cares about making law students' lives better. Bursting with warmth, realism, and a touch of firebrand wit, How to Be Sort of Happy in Law School equips law students with much-needed wisdom for thriving during those three crucial years.

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Produktdetails

• Verlag: Stanford University Press
• Seitenzahl: 312
• Erscheinungstermin: 7. August 2018
• Englisch
• Abmessung: 225mm x 152mm x 22mm
• Gewicht: 444g
• ISBN-13: 9780804799768
• ISBN-10: 0804799768
• Artikelnr.: 48856685

Autorenporträt

Kathryne M. Young is Assistant Professor of Sociology at the University of Massachusetts, Amherst, where she teaches courses on social psychology, criminal procedure, and sociology of law. Young holds a JD from Stanford Law School, a PhD from Stanford University, and an MFA from Oregon State University. She and her wife live in Northampton, MA.

Inhaltsangabe

Contents and Abstracts
Introduction: Why I Wrote This Book
chapter abstract
Why would someone who didn't always like being a law student write How to
Be Sort of Happy in Law School? In the introduction, Young explains her
motivations for writing the book, describing how working toward her JD and
PhD concurrently gave her a new perspective on law school and detailing the
design and data sources underpinning the book's mixed-methods study.
1You Are Not Alone
chapter abstract
Law students find themselves dissatisfied for a whole host of reasons,
including debt, occupational uncertainty, a high-pressure workload, mental
health challenges, difficult peers, or a sense that the student's former
self is slipping away. This chapter details the myriad reasons students
tend to feel unhappy or out of place in law school, using data from dozens
of law students to illustrate the breadth of forms the sense of
nonbelonging takes. At the same time, law students are good at pretending
that everything is fine, which makes people feel even more individually
isolated. But although law school is supposed to be hard, and although some
angst doubtlessly comes with the territory, law school need not wreak havoc
on students' well-being.
2You Are Good Enough to Be Here
chapter abstract
The first section of this chapter addresses how impostor syndrome-the
persistent sense that you are not really good enough to be where you
are-constantly plagues law students. This chapter describes the social and
psychological dynamics of impostor syndrome, detailing the thought patterns
that characterize it and ten practical strategies for combating it. Using
data from current law students, Young explains why law school is often so
difficult for people who come in with a track record of academic excellence
and how law students can shift their outlook away from thinking in terms of
what they "should" do. Lastly, this chapter argues that law students take a
needlessly Sisyphean approach, overvaluing self-reliance in realms where it
would be to their advantage to enlist others' help. While many alumni Young
surveyed wished they had asked for more help in law school, no alumni
wished they had sought less help.
3Why Are You Here?
chapter abstract
This chapter first asks law students to perform a critical, honest
assessment of their own reasons for going to law school. It lists many
common reasons people choose law school and provides an exercise to help
readers identify their own. The chapter then asks students to perform a
similar assessment of the passions that brought them to law school. Young
argues that law students need to understand the bulk of their training as
that of technicians, not inventors, and to reconcile this training with the
goals they hope to achieve. Finally, this chapter connects the research
literature on subjective well-being (SWB) to the social psychological
notion of flow and explains why law school is not a flow-optimizing social
setting. It explains that flow and SWB will be critical concepts in the
remainder of the book and offers ways that law students might begin
engaging with both concepts.
4Understanding the Storm
chapter abstract
Life course research suggests that people's 20s can be a particularly
challenging time, and Young uses data from current law students to describe
the ways in which law school amplifies and exacerbates life challenges in a
way that increases anxiety and depression. Courses' emphasis on detailed
interpretations, precedent, and incremental change can frustrate students
who hoped that law school would equip them to effect sweeping reform. Young
urges law students to use this frustration to stay in touch with their own
sensibilities rather than interpret it as a sign that they do not belong in
law school. This chapter then details the differences between law school
and other postgraduate education, offering several strategies for law
students who crave more intellectual engagement. Finally, this chapter
reminds the reader that a JD can be a means to many different ends-only one
of which is legal practice.
5Should You Drop Out?
chapter abstract
Young's research suggests that one in three law school alumni considered
dropping out at some point during law school. Even though it's not widely
discussed, the possibility is on many law students' minds. This chapter
offers good and bad reasons both for staying in law school and for dropping
out, emphasizing that staying and leaving are both choices. It leads
wavering students through the decision process and uses data from law
school alums to advise current students. Next, the chapter addresses the
financial aspects of dropping out, including the sunk-cost problem and
debt-repayment timelines. Young then shares stories from law school
dropouts she interviewed, pointing out that as long as they stay true to
their passions and interests, both dropouts and non-dropouts report being
happy many years later. The chapter ends with nuts-and-bolts advice for law
students who are seriously considering dropping out.
6Don't Just Follow the Crowd
chapter abstract
Creating a life you truly love is harder than simply striving for the most
prestigious accomplishments, because it requires introspection and
self-knowledge. This chapter helps students recognize when their choices
are motivated primarily by risk aversion and suggests that students should
think carefully about taking advantage of opportunities such as law review
membership or on-campus interviews simply because they confer prestige. The
chapter's final section, "Take a Stand," argues that although law students
are willing to argue hypothetical positions, they are often reluctant to
take actual positions on important issues. Young argues against this
capitulation to risk aversion, quoting Professor Pamela S. Karlan that
"Sitting on the fence is not practice for standing up."
7Identity Matters
chapter abstract
Drawing on data from current law students, Young details the social
processes and patterns within law school, as described by law students who
embody minority and intersectional identities of many different types.
Specific sections of this chapter are devoted to the identities law
students described as most relevant to their law school experiences,
including gender and sex(ism); race, racism, and racial identity; social
class and cultural capital; sexual orientation and gender nonconformity;
political beliefs. The chapter emphasizes the importance of understanding
the challenges and strengths presented by one's own identity, as well as
the importance of receptivity to other people's identities in law school
and the open discussion of all identities in law school more generally.
8A Law School State of Mind
chapter abstract
Law school is an extremely difficult setting in which to keep one's
perspective. Finals, interviews, and other rites of passage are
subjectively experienced as make-or-break moments, which raise student
stress and lower tolerance for ambiguity. This chapter draws on several
different literatures to help law students develop a more balanced outlook.
Young teaches law students how to capitalize on psychological research
about fixed and growth mindsets, explaining how cultivating a growth
mindset will help them not just in law school, but in legal practice as
well. Additionally, the chapter describes the key principles of
mindfulness: the practice of systematically paying attention to what's
going on in one's own mind. It explains that there are many methods of
practicing mindfulness, ranging from meditation to cognitive behavioral
therapy. Young shares six mindfulness exercises that she developed for law
students with the help of a Buddhist priest.
9The Art of Alleviating Stress
chapter abstract
One of the survey questions Young asked current law students was, "Describe
the time in the past week you've felt the happiest." This chapter shares
some of their answers, drawing both on these students' experience and
sociological and psychological research to detail several strategies for
time management and stress alleviation. These include "wasting" part of
your summer, exposing yourself to poetry or art, and avoiding "stealth time
vacuums." The chapter ends with special advice for creative law students
who have lost touch with their creative selves in law school-a pattern
documented in the literature and one Young finds can be particularly
harmful to law students' well-being.
10Finances and Physicalities
chapter abstract
This chapter is an extremely nuts-and-bolts guide to some of the most
practical parts of law school life. It begins with finances, outlining
fundamental guidelines for spending and saving money while accumulating
debt, living on law school loans, and trying to cobble together a
reasonably comfortable life. The chapter then turns to various
physicalities. Using data from her study of current law students, as well
as previous research from multiple disciplines, Young identifies common
obstacles to law student happiness and suggests ways-often counterintuitive
ones-that law students might adjust their lives and schedules to improve
their well-being. The key areas discussed are physical exercise, sleep,
eating habits, living arrangements, and choosing the most effective study
spaces.
11Mental Well-Being
chapter abstract
This chapter, co-authored by law school mental health expert Dr. Katherine
M. Bender, sets out a compelling case that law student mental health is in
serious crisis. Depression, anxiety, alcohol abuse, self-harm, and
prescription drug use are all serious problems among law students and among
practicing lawyers. Young and Bender draw on recent psychological and
sociological research to discuss symptoms and causes of these and other
common mental health challenges for law students, destigmatizing and
demystifying the challenges as well as the process of getting help. How
does a law student know if his or her symptoms rise to the level of a
problem? How can he or she recognize symptoms in other people? Where can
law students seek help?
12Peers
chapter abstract
This first chapter of "Part IV: Managing Relationships" discusses the
reasons that many students find law school to be a site of extreme social
stress. In an atmosphere pervaded by insecurity and uncertainty, law
students can whip one another into a frenzy over almost anything.
Peer-induced stress is hard to avoid, and this chapter equips law students
to minimize it. Young offers strategies for finding people with whom you
truly connect in law school, even if the social scene is snobby, cliquish,
or overwhelming. Additionally, the chapter explains several important ways
that law students can avoid contributing to the pressure-cooker atmosphere
themselves: disengaging from the law school scene when necessary, being a
good citizen, and most importantly, committing microinclusions-the opposite
of microaggressions-to increase others' sense of belonging.
13Professors and Law School Administrators
chapter abstract
The days of Professor Kingsfield are over-sort of-but law professors
continue to play an outsized role in law student life. This chapter relates
some bests and worsts of professorial behavior and provides strategic
advice for dealing with the latter. It explains how and why to cultivate a
good working relationship with at least a few favorite professors (without
being a suck-up), and gives advice for getting the most out of office
hours, even in classes with intimidating professors. Finally, the chapter
demystifies the often-opaque role of law school administrators, explaining
what kinds of help they can offer to students.
14Relationships (Mostly) Outside of Law School
chapter abstract
Law school can be an extremely insular experience, which can complicate law
students' relationships with people outside of law school. But while no one
who hasn't been through law school can fully "get" it, there are some best
practices for maintaining relationships with friends and loved ones from
within the law school bubble. This chapter draws on data from current law
students' experiences to suggest best practices. How do you manage family
drama while you're trying to prepare for finals? How do you break it to
your best college buddy that you're missing his Vegas birthday blowout for
a Moot Court competition? And how can you maintain a successful romantic
relationship with a partner who doesn't understand why you're so stressed
out all the time?
15Choosing Courses
chapter abstract
Law students are told a great many things about what courses they should
take during law school-but how much of this is true? Should all law
students take a clinic? Are bar courses really that important? Do employers
care what classes are on a student's transcript? This chapter helps
students think carefully about their curricular choices, offering reasons
to take (or avoid) particular classes. Additionally, Young uses data from
surveys of law school alumni to pinpoint the skills they use most
frequently in practice and which they wish they had developed in law
school. The chapter advises law students how to tailor their course
schedule to develop a skill set that will serve them well in the future,
including specific courses outside the law school.
16Surviving (Thriving?) in Class
chapter abstract
This chapter describes how to get the most out of the classroom experience
in law school. Young argues that cold calling is usually poor pedagogy, but
it is something law students must learn to navigate. Law students' anxiety
about cold calling can generally be managed with a few small changes and
reframing exercises, freeing students to spend their psychological energy
in class actually learning the material. The chapter also draws on
educational and psychological research about specific in-class strategies
for focusing, paying attention, and remembering information. Is it better
to handwrite or take notes on a laptop? What do you do if your attention
constantly wanders? Is it okay to give up on a course you dislike? This
chapter tackles these questions and others that are crucial to law student
learning.
17Reading and Outlining
chapter abstract
When it comes to law school performance, reading and outlining is a law
student's bread and butter-yet these skills are decidedly not part of the
law school curriculum. This chapter helps law students figure out how to go
about their daily work in a way that maximizes their retention of
information while making efficient use of their time. Topics include how to
cope when you haven't finished the reading, why outlining is usually
beneficial, how to do it efficiently, and the oft-debated role of
commercial outlines and hornbooks in law student learning. This chapter
ends with a thorough treatment of study groups: why they are not always
necessary, why they can be a good idea, the breadth of ways study groups
can be used, and how to assemble an effective study group, plan meetings,
and maximize each member's contributions.
18Exams and Grades
chapter abstract
Young's data show that, of all of law school's conventions, many law
students find the grading structure the most taxing: a long semester of
work, followed by a single test at the end that determines a student's
entire grade. While this may be poor pedagogy-Young argues that it
exacerbates the structural advantages and disadvantages students bring to
law school-it is a structure with which modern law students are, for now,
stuck. This chapter helps them learn to excel within an imperfect system.
Drawing on an extended example from Professor Orin Kerr, this chapter walks
students through the practicalities of drafting a thorough, responsive, and
high-scoring exam answer and explains how students can craft their study
time and exam time to maximize their chances of an impressive performance.
Finally, this chapter puts grades into a larger perspective: What do they
really mean for students' lives and careers?
19Designing Your Post-Law School Life
chapter abstract
The final chapter of this book will help law students think more broadly
about their careers and lives after law school. In an unconventional
discussion of the everyday realities of life and legal practice, Young
challenges law students to think flexibly, creatively, mindfully, and
introspectively in figuring out what they want their lives to look like
after law school. The chapter draws heavily on the sociological literature
about lawyers' subjective well-being and points out surprising patterns-for
example, the counterintuitive trajectory through which a high law school
GPA can lead to a dissatisfying legal career and the factors that are (and
are not) reliable empirical predictors of lawyers' happiness. Young
acknowledges that every path involves sacrifice but urges law students to
reflect carefully on what makes them happy; she stresses that students need
to begin carving a path that prioritizes these aspects of life over
prestige and conventionality.
Conclusion: Becoming Yourself
chapter abstract
In the throes of law school, students forget that they have agency in
creating their experiences and that there is no ideal way to "do" law
school. Young concludes by reminding readers to use law school to shape
them into the lawyers and people they want to be.