Affinity groups and emotional labour

Coming into law school as a 1L, it was really important for me to see myself represented in the student body. It was important for me to see other students from my community who could relate to my experiences and understand how I was feeling at the time. The school administration could not provide that for me—it was something that only a community of my peers could do. This is where affinity groups play such a crucial role for students.

A few months ago, the Middle Eastern and South Asian Law Students Association (MESALSA) held an admissions panel for Middle Eastern and South Asian (MESA) undergraduate students interested in applying to law school. We had a variety of current MESA law students speak about their background, how they became interested in law as a career, what type of law they wished to practice, and what their application materials looked like. We offered specific advice catered to minority students, and attendees were able to ask questions to the panelists and ask how their ethnic background has affected their budding legal careers. MESALSA is thus helping guide these undergraduates to and through law school.

In essence, we offer mentorship for aspiring and current law students. In an environment as harsh as that of law school, affinity groups look out for their members because we understand their specific experiences, and we know that the school cannot provide the help that these students need. Affinity groups provide safe spaces for students to ask questions, admit that they need help, and get the community-based support that they need to get through law school. This is a feminist space: affinity groups provide support to marginalized communities represented at King Hall and attempt to uplift themselves and each other. I wish I had had this kind of event offered at my undergraduate institution. It would have been a game changer for me, and would be encouraged me much more to pursue a career in law. Knowing that others like me have successfully done this before me would have greatly aided me in getting over my imposter syndrome.

However, much of the labour that affinity groups perform is an attempt to get minority students the same type of representation, resources, and sense of belonging that white students have. Making students feel like they belong in law school and overcome imposter syndrome, for example, is a wonderful thing for affinity groups—but it shouldn’t be their job. Connecting students to people in the legal field from their ethnic group also should not be the responsibility of affinity groups. Supporting struggling students through tough exam periods and mental health crises is wonderful, but again it should not fall to affinity groups to take on that responsibility.

At the end of the day, affinity groups are also made of students. These students end up having to complete their own workload from school, but also mentor and be available for their peers. Students of colour end up having to do a lot of emotional labour to support each other and take on these extra responsibilities. In addition, many times the student who is expected to provide guidance and mentorship is also going through these same problems themselves. They may not be able to or have the energy to provide help, but they know that they are the only ones who will, so they strain themselves and try anyway. This is extra labour that white cis male students do not have to do for each other, as these institutions are built specifically for them. Not only do they already have a leg up on everyone else, they now have less emotional labour to do, putting them in a better position than everyone else once again.

Instead of relying on affinity groups to do these jobs, the school needs to take responsibility for the wellbeing of its own students. Perhaps the school could collaborate with affinity groups and have staff dedicated to student engagement. These staff members could collaborate with affinity groups to put together culture week events and other events throughout the year, taking responsibility for most of the labour involved. That way, affinity groups could make sure they provide their students with what the students need, and they do not have to take on as much emotional labour as before. These staff members could also be responsible for maintaining a list of organizations and individual members of the legal field that they actively connect students with, perhaps by organizing more networking opportunities or creating programs where those professionals interact with students on a more consistent basis.

Supporting marginalized groups has always been integral to intersectional feminism. Perhaps by implementing even small changes like this, law schools can become a little bit more inclusive and feminist, making it easier for all students to succeed.