284 Bibliography
Cover, Robert. Justice Accused. New Haven: Yale University Press, 1992.
Cramton, Roger. “The Current State of the Law School Curriculum.” Journal of Legal Edu-
cation 32 (1982): 321–329.
Crawford, Mary, and Margo MacLeod. “Gender in the College Classroom: An Assessment
of the ‘Chilly Climate’ for Women.” Sex Roles 23 (1990): 101–122.
Crenshaw, Kimberlé. “Foreword: Toward a Race-Conscious Pedagogy in Legal Education.”
National Black Law Journal 11 (1989): 1–14.
———. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against
Women of Color.” Stanford Law Review 43 (1991): 1241–1299.
Crenshaw, Kimberlé, Neil Gotanda, and Gary Peller. Critical Race Theory: The Key Writ-
ings That Formed the Movement. New York: New Press, 1995.
Critical Legal Studies Special Issue. Stanford Law Review 36 (1984): 1–674.
Cunningham, Clark. “Lawyer as Translator, Representation as Text: Towards an Ethnog-
raphy of Legal Discourse.” Cornell Law Review 77 (1992): 1298–1387.
Curran, Barbara. Women in the Law: A Look at the Numbers. Chicago: American Bar Foun-
dation, 1995.
Cutler, A. S. “Inadequate Law School Training: A Plan to Give Students Actual Practice.”
American Bar Association Journal 37 (1951): 203.
Daicoff, Susan. Lawyer, Know Thyself: A Psychological Analysis of Personality Strengths and
Weaknesses. Washington, DC: American Psychological Association, 2004.
———. “Lawyer, Know Thyself: A Review of Empirical Research on Attorney Attributes
Bearing on Professionalism.” American University Law Review 46 (1997): 1337–1427.
Dallimore, Suzanne. “The Socratic Method: More Harm Than Good?” Journal of Contem-
porary Law 3 (1977): 177.
Danet, Brenda. “Language in the Legal Process.” Law & Society Review 14 (1980): 445–564.
Dauber, Michele Landis. “The Big Muddy.” Stanford Law Review 57 (2005): 1899–1914.
David, Leon Thomas. “The Clinical Lawyer-School: The Clinic.” University of Pennsylva-
nia Law Review 83 (1934): 1–22.
Davidson, Ann L. Making and Molding Identity in Schools: Student Narratives on Race,
Gender, and Academic Engagement. Albany: State University of New York Press,
1996.
Davis, Peggy Cooper. “Contextual Legal Criticism: A Demonstration Exploring Hierar-
chy.” New York University Law Review 66 (1991): 1635–1681.
———. “Law and Lawyering: Legal Studies with an Interdisciplinary Focus.” New York
Law School Law Review 37 (1992): 185–207.
de Castelle, Suzanne, and Allan Luke. “Defining ‘Literacy’ in North American Schools.”
Journal of Curriculum Studies 15 (1983): 373–389.
De Cosse, Sarah A. “Simply Unbelievable: Reasonable Women and Hostile Environment
Sexual Harassment.” Law & Inequality 10 (1992): 285.
Devitt, Edward. “Why Don’t Law Schools Teach Law Students How to Try Lawsuits?”
Cleveland State Law Review 29 (1980): 631–640.
Dickinson, John. “Legal Rules: Their Function in the Process of Decision.” University of
Pennsylvania Law Review 79 (1931): 833–868.
Domínguez, Virginia. White by Definition: Social Classification in Creole Louisiana. New
Brunswick, NJ: Rutgers University Press, 1986.
Donahue, John, III. “The Case for More and Better Empirical Research in Law Schools.”
Paper presented in plenary session at the Association of American Law Schools Meet-
ings, Washington, DC, 2006.
Dorf, Michael. “Foreword: The Limits of Socratic Deliberation.” Harvard Law Review 112
(1998): 4–83.