Abstract
The American Bar Association’s issuance of Standard 303(b)(3) represents a pivotal shift compelling law schools to adapt their approach to the evolving needs of law students, lawyers, and the profession. The Standard serves as an invitation to re-evaluate the relationship between the primary curriculum and student support frameworks. This Article proposes a comprehensive approach to infuse professional identity development throughout the first year of law school. While professional identity development requires ongoing efforts, sometimes tailored to particular practice interests, this Article contends that all students benefit from early explicit instruction on foundational professional identity competencies. This Article first outlines the current challenges facing law schools, including the strains on students and the evolving landscape of legal education. Next, it provides a short overview of the history and evolution of professional identity mandates. Then, it examines the intersection between student success theories and professional identity development and the qualities shared by both. Finally, it offers practical strategies for integrating early-stage professional identity development into the first-year experience, emphasizing the importance of a holistic and integrated approach. By embracing the mandates of ABA Standard 303(b)(3) and integrating professional identity development into the core curriculum, law schools can foster the growth of well-rounded, ethical practitioners, ultimately contributing to a stronger legal profession and civil society.
First Page
69
Recommended Citation
Kelly M. Gamble,
Breaking Up with the Anti-hero: How 303(B)(3) Can Help Law Schools Mitigate Their Perennial Devices, Prices, Vices, and Crises,
77
Me. L. Rev.
69
(2025).
Available at:
https://digitalcommons.mainelaw.maine.edu/mlr/vol77/iss1/4
