8.3: Supreme Court Selection Process - Homework
- Page ID
- 231676
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Analytical Essay: DEI in Supreme Court Nominations
This assignment evaluates how the Supreme Court nomination process affects diversity equity and inclusion principles through an analysis of historical patterns, representation, and systemic barriers in judicial selection processes.
A 3-4 page essay should address the following question:
What are the effects of the Supreme Court nomination process on judicial diversity? Which reforms would improve representation and equity?
Key Areas to Cover:
1. SCOTUS diversity trends -e.g., race and gender, sexual orientation- should be analyzed through historical research.
2. In your analysis, compare two Supreme Court nominees who come from different backgrounds, i.e., Thurgood Marshall and Sandra Day O’Connor, or Ketanji Brown Jackson and Ruth Bader Ginsburg.
3. Discuss how the confirmation process for judges faces multiple barriers which stem from implicit bias, political opposition, systemic obstacles.
4. In your paper, present multiple strategies to enhance judicial diversity while promoting fair representation.
5. Includes at least three sources which are formatted according to APA style.
Evaluation Rubric
| Criteria | 1 (Poor) | 2 (Below Average) | 3 (Satisfactory) | 4 (Good) | 5 (Excellent) |
|---|---|---|---|---|---|
| Historical Analysis | No clear analysis of trends in Supreme Court diversity. | Limited or superficial analysis of diversity trends. | Adequate analysis of trends but lacks depth or detail. | Strong analysis of trends with clear examples and insights. | Comprehensive and nuanced analysis of historical trends in diversity. |
| Case Studies | No case studies provided or irrelevant examples. | Case studies are mentioned but lack comparison or analysis. | Case studies are compared but analysis is shallow or incomplete. | Clear comparison of nominees with thoughtful analysis of their impact. | In-depth comparison with insightful analysis of nominees' backgrounds. |
| Barriers and Bias | No discussion of barriers or bias in the nomination process. | Limited or vague discussion of barriers and bias. | Identifies barriers and bias but lacks depth or evidence. | Detailed discussion of barriers and bias with supporting evidence. | Thorough and nuanced analysis of barriers and bias with strong evidence. |
| Proposed Reforms | No proposed reforms or irrelevant suggestions. | Reforms are mentioned but lack detail or feasibility. | Reforms are proposed but lack depth or connection to diversity. | Clear, feasible reforms with a logical connection to enhancing diversity. | Innovative, well-reasoned reforms with strong justification and detail. |
| APA Citations | No citations or incorrect formatting. | Few citations with major formatting errors. | Some citations with minor formatting errors. | Proper citations with minimal formatting errors. | Accurate APA citations with no errors and proper integration of sources. |
| Clarity and Organization | Disorganized, unclear, or difficult to follow. | Some organization but lacks clarity or logical flow. | Generally clear but with occasional lapses in organization or flow. | Well-organized with clear and logical flow. | Exceptionally clear, concise, and logically structured. |
| Grammar and Mechanics | Frequent grammar, spelling, or punctuation errors. | Several grammar, spelling, or punctuation errors. | Minor grammar, spelling, or punctuation errors. | Few grammar, spelling, or punctuation errors. | No grammar, spelling, or punctuation errors. |
| Depth of Insight | Lacks insight or critical thinking. | Minimal insight or critical thinking. | Some insight but lacks depth or originality. | Demonstrates strong insight and critical thinking. | Exceptional insight, originality, and critical thinking. |