"First gen" refers to law students whose parents did not pursue post-secondary education. Here is the publisher's description:
Fostering First Gen Success and Inclusion: A Guide for Law Schools provides law schools with practical and substantive tools to support first-generation law students.... This book illustrates the challenges and characteristics of all first-generation law students by looking at a diverse range of first-generation law student populations. It is designed to assist law schools with creating an inclusive environment for first-generation law students and to foster success in all aspects of their law school journey, from admission to post graduation.
More than 45 contributors (including many former first gen students themselves) offer their experiences and their insights as to how first gen students can be supported and can flourish. Whether it be for situations such as orientation programming, academic success help, doctrinal or legal writing classrooms, experiential education, or career development and bar exam support, this book offers guidance and support. And of course, the voices of next gen students themselves resonate throughout.
Raposa is a Massachusetts attorney at Raposa Law, practicing family and estate law. She came to law school years ago with two bachelors in English literature, writing, and rhetoric, graduated at the top of her law class, and then earned an LL.M. in health law and policy at Northeastern. For about six years, she served on the faculty at Roger Williams Law, specializing in bar support.
My stellar colleague Professor Amy Vaughn-Thomas, who just joined the faculty at University of Detroit Mercy Law and whom already I sorely miss, contributed the first chapter to the Raposa volume, "Speaking from Experience: Profiling the First Gen Perspective to Foster Inclusion in Legal Education." My gifted colleague Professor Rebecca Flanagan contributed chapter 10, "Why Do Law Schools Need to Understand the Special Needs of First Gen Pre-Law Students?"
Raposa herself contributed three chapters, besides a compelling introduction: chapter 20, "Don’t Stop After 1L Year: Incorporating Skills Teaching in Upper-Level Doctrinal Courses"; chapter 24, "The Silencing Power of Expectation: The Need for Law Schools to Amplify Diverse Voices in Legal Scholarship"; and chapter 29, "Bar Talk: Learning from First-Generation Bar Takers to Create Bar Support Programming."
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