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Recent empirical data show that minorities as well as women are entering the legal academy in record numbers Data generated by the American Bar Association indicates that the percentage of minorities employed as full-time law teachers has risen from 62 percent in 1985 to 118 percent in 1993 Data culled from the AALS database on full-time faculty listed in the Directory of Law Teachers confirm this finding demonstrating that the percentage of full-time minority faculty has increased from 100 to 122 percent from 1990 to 1994 Similarly the percentage of women in the academy has increased from 160 percent to 289 percent during the same time period these rates also being cited by the AALS database Notwithstanding this rather significant increase in the number of minority and women faculty in the last decade serious problems remain in the integration of these faculty members into the academy Although the interpretation of the data is subject to debate an examination of the AALS database reveals that a disproportionate percentage of women and minorities are concentrated at the lowest ranks of the academy One factor which may continue to serve as an impediment to the complete integration of minorities and women into the academy is the role that scholarship plays in the hiring recognition and promotion of minority scholars To date the acadamey has not fully internalized or addressed the extent to which its scholarly canons and traditions create challenges for individual minority scholars and the field as a whole In other words as minority scholars have entered the academy in increasing numbers they have confronted unique challenges raised by the requirement of scholarly production and in response to those challenges have been the foremost advocates in reconsidering the normative basis upon which such scholarship is produced and evaluated The challenge facing the academy on the brink of a new millennium in which its membership is increasingly diverse is how to embrace that diversity without penalizing those
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