Imagine Magazine - Johns Hopkins - Demo - (Page 35)

decided in 195, held that the intentional segregation of students on the basis of race in public schools violates the Fourteenth Amendment to the U.S. Constitution. Other federal laws and court decisions prohibit school officials from discriminating against students on the basis of sex, national origin, language barrier, religion, or disability. Our section enforces these statutes and court decisions in public elementary and secondary schools and in some colleges. The Educational Opportunities Section gets involved in cases in a few different ways. In some instances, we can initiate a lawsuit; other times, we may intervene in private suits brought by individuals alleging violations of education-related anti-discrimination statutes. What is a typical workday for you? A typical day involves a lot of reading and writing. I always have about 15–20 cases going on at one time. Some of my cases involve school districts under desegregation orders. These are orders that were handed down after Brown, many in the 1960s and 1970s, that instruct a school district on how to properly and effectively desegregate their public schools. A desegregation order will often control how a district assigns its students to different schools, how faculty are recruited and assigned, under what conditions students can transfer between schools, where in the district new schools can be built, etc. I evaluate what the district is doing now to comply with that order. My job is to determine whether the school district has eliminated the vestiges of de jure segregation. “De jure” means “by law.” So I try to determine whether a school district has eliminated all remnants of the period when schools were segregated by law, to the extent practicable. I work on cases involving allegations of discrimination in public schools. Some of my cases involve students who are being harassed based on their race or religion. I also work on cases involving allegations of discrimination against students with disabilities—for example, where a student with a disability isn’t allowed to participate in a school activity or isn’t being March/April 2008 provided the proper services to allow for an equal educational opportunity. Some days I research the law in a district where one of my cases is taking place because I need to know how courts in that district have treated similar cases. And sometimes I travel to school districts around the country to interview school personnel about the district’s policies and practices related to discrimination and harassment. I often need to determine if all students are being treated the same under the policy. For example, if two students of different races get in a fight, are they disciplined in the same way? Sometimes they’re not, and that’s what we try to fix. What do you find most challenging about your career? I think overcoming my fear of public speaking is one of the things I continue to work on. Teaching is one way I have faced that anxiety head on. I teach Legal Research and Writing at George Washington University Law School, where I help first-year law students with their writing, as well as general law school survival techniques. Public speaking takes practice—just like anything else. Another challenge for lawyers is that sometimes you have to make an argument that conflicts with something you believe personally. As an attorney, you must represent your client to the best of your ability. A lot of times in certain areas of the law, you have to believe in the value of providing legal counsel and a client’s right to the best representation you can provide—more than the value of your own opinion on an issue. What do you find most rewarding? Knowing that when we succeed in our work, public school children are the ones who benefit—and that we try to make educational opportunities more accessible and equitable for those most often disadvantaged by the system. What qualities do you think somebody needs to be successful in your career? Diligence, thoroughness, a willingness to prepare, quick thinking, creativity, being articulate . . . a sense of humor? Maybe not the last one, although I swear it doesn’t hurt. i Job outlook According to the Bureau of Labor Statistics (BLS), employment is expected to grow 11 percent through 2016, especially in health care, intellectual property, antitrust, and environmental law. Competition for job openings may tighten because of the growing number of students graduating from law school each year. Salary range The BLS reports that the median annual earnings in the industries employing the largest numbers of lawyers in May 2006 were management of companies and enterprises: $128,610; federal government: $119,20; legal services: $108,100; local government: $78,810; state government; $75,80. What you can do now Take courses that will develop your research and writing skills such as history, English, philosophy, and economics. Intern or volunteer at a law firm or a law-related nonprofit organization. For more information American Bar Association www.abanet.org National Lawyers Guild www.nlg.org Law School Admissions Council www.lsat.org The Legal and Legislative Resource Council www.lpig.org imagine 5 http://www.abanet.org http://www.nlg.org http://www.lsat.org http://www.lpig.org

Table of Contents Feed for the Digital Edition of Imagine Magazine - Johns Hopkins - Demo

Imagine Magazine - March/April 2008 Contents Letters Big Problems Big Picture In My Own Words Putting E-Waste in Its Place Big Juice Making Waves What Does "Green" Mean? Into the Woods Swimming with Whale Sharks Crash Course in Costa Rica Selected Opportunities & Resources Hooked on Logistics Off the Shelf Word Wise Middle Ground One Step Ahead Exploring Career Options Planning Ahead for College Students Review Creative Minds Imagine Sudoku Knossos Games

Imagine Magazine - Johns Hopkins - Demo

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