A new article by Holloran Center Fellow Lou Bilionis and Co-Director Neil Hamilton, Professional Identity Formation As Theory and As Practice for the Education of a Lawyer, takes a deep dive Professional Identity Formation As Theory and As Practice for the Education of a Lawyer, takes a deep dive into the theory and practice of professional identity formation (PIF) in J.D. legal education. Building on nearly two decades of scholarship since Educating Lawyers, the piece argues that professional values are the driving force behind true excellence in developing legal skills. The paper examines why law schools have historically fallen short in cultivating the full range of values and skills new graduates need, and it also highlights the recent shifts prompting meaningful reform. Importantly, the article also offers practical guidance for faculty and staff on how to foster each student’s PIF, which is positioned to serve as the driving force behind the future of legal education.

Here is a link to the article: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5387750

And here is the abstract:

The past eighteen years of exploration and development regarding professional identity formation since the publication of Educating Lawyers make clear that professional identity formation is first and foremost a theory of J.D. legal education.  Indeed, it may very well be the only theory of J.D. legal education standing today.  Essentially, the premise of professional identity formation is that professional values are the foundation for and drive excellence at the development of professional skills. Each student should explore and understand what are the values of the profession and the skills needed to practice law, and develop the skills toward excellence.

This article explores professional identity formation as a theory of J.D. legal education and as a movement to reform J.D. legal education. The article analyzes why law schools historically have underinvested in the student development of the full range of professional values and skills a new graduate needs, and then why conditions have changed, leading some law schools to move toward an effective professional identity formation curriculum.  The article provides guidance on how to engage the faculty and staff to support each student’s professional identity formation.