[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-201148-105":59,"doc-detail-201148-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","recognizing-another-black-barrier-the-lsat-contributes-to-the-diversity-gap-in-the-legal-profession","Recognizing Another Black Barrier - The LSAT Contributes to the Diversity Gap in the Legal Profession","","The article examines how standardized testing functions as a gatekeeping mechanism in American legal education, focusing on the LSAT’s role in shaping who gains access to law schools and, ultimately, professional opportunities. It places the LSAT within historical and institutional patterns that disadvantage underrepresented minority students. Statistical discussion highlights how test scores correlate with socioeconomic and racial background rather than reliably predicting success. 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This creates a pathway where testing performance determines eligibility and opportunity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What major limitation does the article identify with using the LSAT to predict law school success?",{"text":117,"@type":113},"It argues the LSAT does not effectively predict success in law school outcomes and that performance gaps reflect factors linked to background rather than individual potential.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect LSAT score disparities to socioeconomic and racial background?",{"text":121,"@type":113},"It highlights evidence that LSAT and related standardized test results correlate with race and parental income. The result is performance gaps that contribute to a widening diversity gap in legal education and the profession.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},201148,1788525961,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":46,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":31,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","1 Journal of Race, Gender & Poverty [Vol. XII]  \nRECOGNIZING ANOTHER BLACK BARRIER: THE LSAT CONTRIBUTES TO THE DIVERSITY GAP IN THE LEGAL  \nPROFESSION  \nBY: S. LYNEE MCDUFFIE*  \nINTRODUCTION.................................................................................................................... 1  \nI. PRIOR LAW AND PERSPECTIVE ............................................................. 6  \n1. History of Standardized Tests in Education........................... 6  \n2. The History of the LSAT.................................................................. 8  \n3. Diversity Gap in Law Schools and the Legal Profession.......................................................................................... 10  \n4. The LSAT: Testing Areas on the Exam................................... 11  \nII. ANALYSIS ..................................................................................................... 12  \n1. The LSAT’s Failure to Predict Success in Law School ..... 12  \n2. Statistical Evidence That Exposes the Performance Gaps in the LSAT's Scores ........................................................... 14  \nA. Socioeconomic Background ....................................................... 14  \nB. Racial Background ......................................................................... 17  \nCONCLUSION ..................................................................................................................... 18  \nINTRODUCTION  \nIn American education, standardized testing has become a rite of passage for students in elementary, secondary, and graduate schools. The value of colleges and graduate/law schools contribute greatly to standardized test scores, such as the Scholastic Assessment Test (SAT) and the Law School Admissions Test (LSAT). Thus, it is no surprise that the SAT and LSAT have been used as gatekeeping mechanisms for access to higher education.1  \nDespite the excessive respect and value of standardized testing in the United States education, in 2019, four California students: a  \n* S. Lynee McDuffie is a part-time student at Southern University Law Center, from Western Pennsylvania, just outside of Pittsburgh. She is a current member of Big L/Lil L Mentorship Program, also, a Staff Writer and Editor for The Public Defender Newspaper. Asa Juris Doctor candidate, Lynee has interest in contributing to Cybersecurity Law.  \n1. Luke Angelillo, (Il)logical Reasoning: The LSAT’s Troubling History of Exclusion, Brown Political Review,(Dec. 21, 2019), [https://brownpoliticalreview.org/2019/12/illogical-reasoning-the-lsats-troubling-history](https://brownpoliticalreview.org/2019/12/illogical-reasoning-the-lsats-troubling-history)of-exclusion/.  \n2 Journal of Race, Gender & Poverty [Vol. XII]  \nhigh-school sophomore, two seniors, and a first-year student at a City College, wanted the opportunity to elude the rite of passage. They wanted to be excused from taking the SAT, the gatekeeping mechanism when applying to college, so that they could continue on the path of obtaining a higher education.2  \nThese four students would all be considered strong candidates for the University of California, except for a common outlier, the students’ scores on their standardized tests. For example, one of the senior students, K. Smith, had a 3.56 GPA, three associate degrees from a public Community College, and a resume of leadership and volunteer positions coupled with community service.3 However, Smith was still concerned that he would not be considered a “competitive student,”primarily because he feels as though the SAT may not give a true account of his potential.4 Smith defended that the SAT training offered athis high school has not been effective in teaching him key test-taking strategies. Consequently, Smith has “bombed several SAT practice tests,” and he feels hindered since he nor his mother have been able to afford private tutors or elite test preparation courses because, like most working adults, Smith’s m","cbCaicgTubZwUECW","https://ap.wps.com/l/cbCaicgTubZwUECW","pdf",235381,"English","# INTRODUCTION\n## Prior Law and Perspective\n## Analysis\n## Conclusion","[{\"question\":\"Why does the article argue that standardized tests act as gatekeeping in education?\",\"answer\":\"It explains that standardized test scores, including the LSAT, strongly influence access to higher education. This creates a pathway where testing performance determines eligibility and opportunity.\"},{\"question\":\"What major limitation does the article identify with using the LSAT to predict law school success?\",\"answer\":\"It argues the LSAT does not effectively predict success in law school outcomes and that performance gaps reflect factors linked to background rather than individual potential.\"},{\"question\":\"How does the article connect LSAT score disparities to socioeconomic and racial background?\",\"answer\":\"It highlights evidence that LSAT and related standardized test results correlate with race and parental income. The result is performance gaps that contribute to a widening diversity gap in legal education and the profession.\"}]","Recognizing Another Black Barrier - The LSAT Contributes to the Diversity Gap in the Legal Profession | PDF"]