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Diversity in the legal profession is key to ensuring representation and equity in laws, but there is a longstanding imbalance in the representation of marginalized racial and ethnic groups in the legal profession. By merging literature, quantitative data, and qualitative evidence under the lens of critical race theory and QuantCrit, this article charts the systemic nature of inequities in the legal profession pipeline. Then, it focuses on strategies higher education institutions might employ to address inequities.

Kelly Long, Ph.D., is an Assistant Professor at the University of North Georgia in the Doctor of
Education program
for higher education leadership and practice. They primarily teach quantitative research methods and courses focused
on social justice. Prior to UNG, Dr. Long served as the assistant vice president of accreditation and assessment at
a private business college for three years, and they held a similar role at a Oakland Community College for six
years. Dr. Long is a peer reviewer for the Community College Journal of Research and Practice and is a peer
reviewer for the Higher Learning Commission. They hold an M.S. in survey methodology from the University of Michigan
and a Ph.D. in education leadership from Oakland University.

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