Do Ivy Leagues Matter? The Effect of Postgraduate Pedigree on Judicial Legitimacy

Project Title

Do Ivy Leagues Matter? The Effect of Postgraduate Pedigree on Judicial Legitimacy

Faculty Mentor(s)

Project Description

My research focuses on law school distinctions and the dichotomy between Ivy League and non-Ivy programs, contributing new knowledge about how elitism through top schools can affect who gets to make decisions for the majority of the United States population. I assess perceptions of legitimacy using a “confidence” measure and “trust” measure, both on five-point scales, in order to determine public thoughts on the judiciary.

How long have you been conducting research?

Since the start of the Oberlin Summer Research Institute (OSRI)! I started this project with Professor Masood in February, and we proposed it in March when I applied for the program. I wrote the survey for my project in April and have been working on it since, sending out the survey and analyzing the results I receive. I am currently writing a paper on my findings, paired with my peer Jessica Friedman’s research, which focuses on the United States Supreme Court and United States Court of Appeals as well, but instead on the ideology of justices and judges from different law schools.

Why is your research important?

The United States Supreme Court and Federal Courts of Appeals may seem insulated from the public, but the decisions they make have a real effect on the American people. If there is an elitist bias in the Courts, no matter what level, this confirms that not all Americans are represented by those who set the law in place, and elite law schools need to ensure they admit a diverse group of students rather than egregiously over-represent one demographic.

What does the process of doing your research look like?

Initially, most of my time was spent reading — I wanted to learn everything I could about current perceptions of judicial legitimacy and the factors that shape it. From there, I oscillated back and forth between my presentation and my paper, updating the other whenever I made a change on one. I forced myself to review my survey, whether it was editing, reviewing, or planning, every day until I sent it out, and I now make sure that I at least do one thing with my survey every day, ensuring that my analysis can be complete. Professor Masood and I spend our time planning the next stages of my research and ensure that I am on the right track.

What knowledge has your research contributed to your field?

Plenty of research has been done on public perceptions of legitimacy concerning the United States Supreme Court and Courts of Appeals, but educational pedigree can often be overlooked or looped in with so many other variables that it can get lost. My research focuses on law school distinctions and the dichotomy between Ivy League and non-Ivy programs, contributing new knowledge about how elitism through top schools can affect who gets to make decisions for the majority of the United States population. Because people do perceive judges and justices differently based on their degrees, this holds important implications for the judiciary as a whole if only those with access to Ivy League educations will be seen as legitimate in their decisions.

In what ways have you showcased your research thus far?

I have created a presentation that will be shared at the end of OSRI with the help of Professor Masood. I also have been in the process of writing a paper detailing my findings with one of my peers, Jess Friedman, as our projects both investigate different aspects of the United States Supreme Court and Courts of Appeals and suggest important implications about the way our judicial system functions.

How did you get involved in research? What drove you to seek out research experiences in college?

My mentor, Professor Masood, kept me up to date with research opportunities within the College and encouraged me to apply for OSRI when I came to him with an idea. I wanted to conduct research concerning either my majors or minor at Oberlin because I plan to attend law school after my time here, and I know that research skills are crucial to take my education to the next level. I wanted to not only ask questions, but have the skills and knowledge to answer them with the help of my mentor and peers.

What is your favorite aspect of the research process?

By far, my favorite part of the research process has been any moment when I find something unexpected or encounter a breakthrough of some kind. It doesn’t have to be monumental; a big moment in my research was when I sent out my survey and received responses that I didn’t expect. Even though it was a small thing that happened, I was so excited to be able to see people’s reactions to the questions I wrote and draw conclusions from them. Results that you expect are validating, but sometimes, results that you don’t anticipate can be even more interesting to investigate.

How has working with your mentor impacted the development of your research project? How has it impacted you as a researcher?

Working with my mentor has been an invaluable experience and I have learned a lot not only about research skills, but about myself as well. Knowing that I had someone to help me in each step of my research process gave me the confidence to push myself harder than I may have on my own, and I’m grateful to have had a mentor with such an impressive skill set to share with me.

How has the research you’ve conducted contributed to your professional or academic development?

I have had the chance to network with people in my field and learn how to best navigate the often intimidating process of simply putting myself out there, which is incredibly important in research. Learning the importance of a network and the crucial role that so many different people play in one person’s research has taught me to put aside my nerves or self-judgment and trust that there are others not only willing to help, but who want to work with me and people like me on research projects.

What advice would you give to a younger student wanting to get involved in research in your field?

Just do it. At some point, you’re going to be scared things won’t work out the way you had originally planned, and they probably won’t. That doesn’t mean things went wrong, though, and any result can still be good research. If you have an idea, try and flesh it out with someone and see where you can take it from there; you don’t have to work from start to finish by yourself. Apply now, worry later.