Abstract
While students from diverse backgrounds often feel underrepresented within law schools, there is limited dialogue regarding the experiences of Indigenous, Black, Asian and other diverse law professors in this context. This matter should not be silenced or overlooked. A diverse faculty allows students to see their identities reflected. Diverse perspectives enrich legal education by providing varied teaching approaches, research topics, and perspectives. It also provides a foundation for aspiring legal scholars to critically engage with principles, intersectionality, and broader implications of the law’s interaction with society. In light of this assessment, this paper tracks faculty diversity of full-time law professors through comprehensive and disaggregated information while simultaneously advocating for implementing accurate data collection methods. Such considerations are separate in two-fold. First, this paper addresses the systemic barriers that impede the hiring and retention of diverse faculty, particularly Black and Indigenous professors. Second, drawing on student and faculty perspectives alongside recommendations from equity committees, this paper calls for a more inclusive and accountable approach to hiring practices. This includes critiques of overused, broad terms like “racialized,” emphasizing the need for a more nuanced understanding of identity. Law schools should also prioritize diversity by enhancing the recruitment of Indigenous and Black law professors to better reflect a more inclusive and relatable academic environment.
Transforming Legal Education Through Varied Perspectives
The process of hiring full-time law professors is influenced by several factors, including the quality of available candidates, the number of positions available at a law school, and how many graduates are looking for work in the field. Increasingly, law schools are emphasizing the need for diversity within their faculty—diversity of cultural backgrounds, learning and physical differences, social norms, and life experiences of professors. This push for diversity is driven by at least three factors. First, a recognition that a diverse faculty provides a more comprehensive education for students and produces more interesting and varied research (or something). Second, a recognition of the importance of merit-based hiring, along with a shift away from color-blind approaches that disregard the equity-seeking communities experience.[1] Third, for entry-level and lateral tenure-track positions, there is a specific demand for candidates whose teaching and research interests encompass a variety of areas. These include foundational courses in property, torts, critical race theory, constitutional law, and criminal law, as well as advanced courses such as administrative law, business organizations, commercial law, environmental law, privacy, health law, and tax law. While competence in a specific legal field must remain the ultimate standard, law schools are also focused on providing opportunities for individuals to teach courses that prepare law students for success in pursuing their interests within their selected areas of practice.
Cultural Awareness: Collecting Disaggregated Data Should Have Solutions
While equity initiatives may be unpopular, there remains a clear need for disaggregated research that effectively tracks the advancement of diversity in the legal field. The aim is not to fulfill quotas; rather, it is to obtain results that demonstrate progress and to highlight targeted interventions that are successfully implemented. When collected appropriately, disaggregated data can help us understand how Canadian law schools meet equity standards.[2] Numerous Canadian human rights commissions and governments in Alberta, British Columbia, Nova Scotia, Quebec, and Ontario agree that disaggregated data collection should be a priority.[3] When important disaggregated data is often unavailable, law schools and student organizations, like the Black Law Student Associations (BLSA) and Indigenous Law Student Associations (ILSA) across Canada face the significant burden of trying to provide this information.
Certain anonymous students have proposed that law schools should go beyond merely conducting diversity surveys or utilizing non-probability sampling methods quotas. As the gatekeepers of the legal profession, law schools should hire consultants and convene equity committees to uncover the reasons behind the low numbers of diverse law professors. Schools must also develop transparent and secure data collection methods that protect privacy and avoid harm, rather than depending exclusively on surveys that may misrepresent the diversity of some faculty members. One law school, for instance, reports having 35 faculty members in total. Of those faculty, only two professors are Indigenous—though they are employed full-time, they work remotely and have minimal student interaction on campus. There are three Black professors and four other professors from diverse backgrounds. This equates to a faculty where approximately 6% of professors are Indigenous, 8.5% Black, and 11.4% Asian and other from diverse representations. The reason for the low number of diverse law professors remains unclear. One anonymous student indicates that tracking the percentage of Indigenous, Black, and Asian Juris Doctorate and Bachelor of Laws graduates aspiring to become law professors would be helpful. This initiative undertaken by law schools and equity committees should incorporate several essential elements: (1) broadening the range of applicants accepted into LLM and postdoctoral law programs to include alternative qualifications such as international legal experience (2) the alumni network to find diverse graduates who are excelling in their legal careers and encouraging ways to support their transition into academia, (3) actively recruit diverse fellows, (4) pairing diverse graduate students with practicing mentors who specialize in their respective fields of legal study, (5) facilitate graduate students’ transition to tenure-track positions, and (6) conducting continuous evaluations to refine and improve the program.[4]
Is Disaggregated Data Enough?
Students push for law professors from various cultural and ethnic backgrounds because having faculty from historically underrepresented communities sends a powerful message. It shows that law students can not only become lawyers, judges, or policymakers but also have the opportunity to pursue careers as legal academics, professors, and legal historians. By fostering such equity, it is conceivable that this approach may also mitigate unnoticed racial disparities. For example, a Walrus article by Julie Sobowale considers the ongoing systemic inequalities at the Peter A. Allard School of Law at the University of British Columbia, which persist despite the school’s apparent diversity.[5] Professors from different backgrounds have raised concerns about the lack of meaningful action to tackle issues concerning protections against retaliation for individuals who advocate for or support reform efforts, such as preventing bullying, denial of professional opportunities, or the use of coercive tactics against racially-diverse community members.[6] These professors recommend a strong commitment to transparency and accountability, which includes publicly disclosing actions taken to enhance institutional culture and providing a clear timeline for implementing EDI-related suggestions.[7] They also advocate for independent equity audits, a review of hiring policies, and thorough anti-racism training for faculty and staff.[8] Additionally, leadership practices should be reevaluated with input from Indigenous, Black, Asian and other diverse faculty and students, creating an independent process to tackle systemic challenges. Reviving and adequately funding the equity committee is essential to maintaining ongoing oversight and diverse representation of voices.
Methodology
I asked 23 Canadian law schools about the number of Black, Indigenous, and Racialized law professors in their total faculty. This list has been narrowed to include mainly full-time positions as associates, assistants, and professors of law. Some schools have developed strong processes for collecting and verifying data, which include collaborative responses, recommendations, and accountability measures to tackle systemic gaps. In cases where law faculties do not lead the effort, BLSA and ILSA have taken the initiative to assemble findings and advocate for the hiring of diverse law professors who represent their communities and Nations.
My analysis employs faculty surveys, input from student organizations, publicly accessible data, and insights from anonymous contributors. While some students may opt not to reveal their identities, a few were willing to share their names. Contributions also came from diverse council representatives, interim deans, and deans.
The overall representation of diverse full-time law professors remains inconsistent across Canadian law schools. Numerous faculties report having only two or fewer Black, Indigenous, and Asian professors. Some faculties also reported logistical or privacy issues while gathering this information. Some institutions depend on self-identification surveys within broader equity frameworks, some institutions compiled and cross-referenced information through additional surveys, published works, professional memberships, and other identity indicators, including links to organizations like the Canadian Association of Black Lawyers or the South Asian Bar Association.
Students specifically highlight significant disparities in the hiring and retention of Black and Indigenous faculty. They note that although some faculties actively pursue equitable hiring practices, others engage in performative diversity efforts that do not lead to substantial change. For example, an anonymous contributor highlighted problems with some law schools employing non-Indigenous professors to teach Indigenous law as a superficial fix for ‘diversity’ purposes. In response to the Truth and Reconciliation Commission, the Council of Canadian Law Deans and the Federation of Law Societies of Canada have collaborated to implement Calls to Action 27 and 28, while sharing ongoing developments from law schools and law societies. These efforts included new courses, the integration of compulsory material on Indigenous legal orders, and increased awareness of Indigenous practices. While this is a positive step, there remains pressure on the hiring and retention of Indigenous law professors due to an insufficient pool of available faculty. An anonymous professor notes that this has led to “poaching” between law schools, frequent relocations, and many professors working across multiple institutions. Given the shortage, relying solely on PhD Indigenous faculty members is not the only solution. It is essential to involve knowledge keepers, Indigenous leaders, and legal scholars in teaching Indigenous legal orders.
Indigenous law students have also noted that some law professors might avoid identifying as members of an Indigenous Nation due to worries about cultural appropriation, concerns over Indigenous identity fraud, and ongoing discussions regarding genetic markers like DNA, which do not confirm a strong tie to any Nation or a feeling of belonging. These students also note that recognizing one’s Indigeneity should extend beyond biological traits to include social bonds and kinship. This means recognizing those who are closely connected to territory, culture, Nation, and traditions—not just physical appearances, as some people may be perceived as white-passing. There is also a concern that hiring committees may not clearly understand the difference between Indigenous Reconciliation and EDI (Equity, Diversity, and Inclusion) initiatives. Tasha Simon, Indigenous Programs Specialist at the University of Ottawa’s Faculty of Law, highlights that Indigenous reconciliation is a standalone initiative that addresses issues related to colonization, land rights, cultural considerations, and self-determination. It is important to separate these concepts when hiring full-time Indigenous law professors who will teach their Nations’ legal orders to maintain integrity, delegitimize the ongoing colonization project, and support Nation-to-Nation sovereignty.
Progress is slow but there have been positive outcomes. One student reported that the University of Manitoba appointed its first two Black professors in 2023 and 2024. However, progress remains inconsistent, particularly within French-speaking institutions where enhancing faculty diversity is low.
The Term ‘Visible Minority’ and ‘Racialized’– Sometimes Too Broad
Indigenous, Black, Asian and other racially diverse law professors are more than a “visible minority.” They have a substantial array of different ethnic backgrounds and lived experiences. They are unburdened with knowledge contrary to universal views about the Canadian legal landscape. Various terms have been used to describe people who are non-white: BIPOC, racialized, or person of color (POC). Students suggest that these dressed-up anonymities present an uncomplicated classification rooted in racial essentialism. Consider, for example, the word racialization. This term is a process by which societies assign characteristics to individuals and marginalize them into different racial groups.[9] This leads to disparities in power, opportunity, and treatment.[10] While some law professors accept “racialized” as a useful identifier, others argue that it overlooks the diversity of their language, country of origin, cultural practices, and deeply rooted values. Other faculty members also highlight that labeling someone as “visibly racialized” can overlook individuals who are white-passing as well as those with multiple diverse identities that may not align with the definition. To promote genuine equity, it is important to avoid relying on EDI tokenism and generalizations. For instance, instead of broadly categorizing individuals as “racialized,” a professor may choose to identify specifically as Arab or Syrian since the term racialized fails to reflect their identity accurately.
Recommendations – From ILSA & BLSA Presidents
The national presidents of ISLA and BLSA have also voiced concerns regarding diversity issues in law school faculties:
Advancing Indigenous Professors in Law Schools
“Indigenous law professors are crucial in all areas of law. Indigenous representation is sorely lacking in legal academia and the legal profession. Law schools are still, at the end of the day, colonial institutions teaching colonial law. The lack of Indigenous law professors, especially in Aboriginal Law and Indigenous Law courses, affirms this colonial structure and centers colonial worldviews. In order to adequately teach Aboriginal Law and Indigenous Laws, Indigenous voices need to be at the forefront. I am so grateful I had the opportunity to learn from Mi'kmaq professors in Mi'kma'ki while I was in law school. They gave me a deeper, land-based, and Nation-specific understanding of Mi'kmaq laws, and taught me new methods to leverage Indigenous laws and Aboriginal law to benefit Indigenous peoples in my legal practice. But this isn't the norm. All Indigenous law students should have the opportunity to learn from Indigenous professors. Indigenous and BIPOC law professors provide invaluable support to Indigenous law students, help challenge the status quo, and push law schools and the legal profession towards a more inclusive and just future.”
- Kate Anderson (she/her), JD, MI, MA, President of the National Indigenous Law Students Association
Advancing Diversity in Law Schools: The Underrepresentation of Black Professors
“The Black Law Students’ Association of Canada (“BLSA Canada”) recognizes the critical need for representation in legal education, particularly the recruitment, advancement, and inclusion of Black professors within law schools. Black professors are vital educators, mentors, advocates, and thought leaders who bring experiences and perspectives that enhance students’ academic and professional development. The scarcity of Black professors is not a mere oversight—it is a symptom of entrenched systemic racism, which limits exposure to the diverse legal traditions and practices essential for a more equitable profession. This underrepresentation is part of a broader issue of anti-Black racism, as seen in recurring incidents across law schools. Without intentional and sustained efforts to dismantle these barriers, meaningful progress will remain stalled. Furthermore, we recognize the growing opposition to Equity, Diversity, and Inclusion (EDI) initiatives, which presents a significant challenge to advancing inclusivity and highlights a reluctance to address systemic inequalities. Law schools must remain steadfast in their commitments to the Scarborough Charter and their duty to promote fundamental justice. BLSA Canada remains committed to advocating for diversity in the legal profession as a standard, not an aspiration, and we encourage all readers to join us in this commitment.”
- Janet Johnson, National President of the Black Law Students’ Association of Canada
Law School Percentages
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This information pertains to the percentage of law professors from Indigenous, Black, Asian and more racially-diverse backgrounds. Note: The racialized category encompasses racially diverse individuals, including but not limited to Black, Syrian, Iranian, South Asian, and East Asian full-time law professors. However, the specific category for Black individuals is pertinent for examining the different numbers for their percentage out of the total of racialized category. Indigenous peoples are also classified as a separate category not determined under the term ‘racialized.’ Disclaimer: This information is subject to change and is based on data provided by students, administrative faculty members, or law professors who chose to self-identify. |
Quebec
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McGill University Faculty of Law |
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Location: |
Montreal, Quebec |
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Number(s): |
Total Faculty: 53
Black: 3 Indigenous: 3 Racialized: 6 (including the 3 Black professors)
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Percentage(s): |
Black: 5.7% Indigenous: 5.7% Racialized: 11.3%
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Comment(s): |
Anonymous
McGill Law has taken some steps to increasing the Indigenous Law content at the faculty, as well as presenting certain entry-level scholarships for First Nations students. Although there are very few Indigenous law professors at the faculty, I do know of Aaron Mills, Joshua Nichols, and Karen Sloan. I know one student who graduated from my community is pursuing his Ph.D. with the hopes of returning to teach at McGill. In the last few years, they have introduced a mandatory Indigenous Legal Traditions course which is situated in the area in which McGill is on.
I think more work can be done with respect to a mandatory expansion into this course within the 2nd and 3rd years, hopefully to be taught by all Indigenous professors. Currently, there is no Indigenous Student Association but there is ILADA which advocates for Indigenous Law.
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Note: The numbers were provided by BLSA, ILSA, and Faculty designated to EDI initiatives. |
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Université du Québec à Montréal |
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Location: |
Montreal, Quebec |
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Number: |
Faculté de science politique et de droit: 32 Indigenous: 0 Black: 1 Racialized: 2
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Percentage: |
Indigenous: 0 Black: 3.1% Racialized: 6.25%
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Comment(s): |
Membre de la faculté de droit:
Nous avons un projet syndical contre le racisme Co-présidence:
Herman Deparice-Okomba, docteur en sciences politiques (UQAM) Neko Likongo, directeur du département des relations internationales et de la diplomatie Membres du corps professoral
Maher Bouhadra, chargé de cours, Département d'organisation et de ressources humaines Jessica Payeras, enseignante de langues et professeure associée, directrice du regroupement linguistique à l'École de langues Maryse Potvin, Professeur, Département de l'éducation et de la formation spécialisées Michèle Turenne, Chargée de cours, Département des sciences juridiques Personnel d'encadrement et de soutien
Alhassan B Tounkara, conseiller en appui socio-économique, Bureau d'aide financière Anne-Laure Betbeder Laüque, Chargée de recherche et de planification, Ecole des sciences de gestion Membres étudiants
Tanisha Aubin, Bachelor en communication humaine et organisationnelle Stephanie Bellenger, Master en droit, concentration droit et société Brice Armel Simeu, Doctorat en sciences politiques Abdel Hakim Touhmou, Doctorat en sciences de l'éducation
Traduit avec DeepL.com (version gratuite) |
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Note: Information provided by faculty, additional survey allocated. |
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Université Laval |
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Location: |
Quebec City, Quebec |
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Number: |
Faculté de droit: 55 (*approximately)
Indigenous: 0 (*approximately)
Black: 2 Racialized: 2 (approximately)
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Percentage: |
Indigenous: 0 (*approximately) Black: 4% Racialized: 4% |
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Note: Information provided by BLSA and faculty |
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Université de Sherbrooke |
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Location: |
Sherbrooke, Quebec |
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Number: |
Faculté de droit: 44 (*approximately)
Indigenous: *undisclosed Black: 2 Racialized: 2 (only Black) |
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Percentage: |
Indigenous: *undisclosed Black: 5% Racialized: 5% |
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Université de Montréal |
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Location: |
Montréal, Quebec |
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Number: |
Faculté de droit: 55 (*approximately)
Indigenous: *undisclosed Black: 4 Racialized: 5 |
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Percentage: |
Indigenous: *undisclosed Black: 7.2% Racialized: 9% |
Alberta
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University of Alberta Faculty of Law |
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Location: |
Edmonton, Alberta
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Law Professor Number(s): |
Full-time professors: 41
Black: 3 Asian Canadian: 3 Indigenous: 1
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Law Professor Percentage(s): |
Black: 7.32% Indigenous: 2.4% Racialized: 15% |
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Additional Comment(s): |
Anonymous Commentators: The University of Alberta has made some strides. It boasts a relatively large percentage of Indigenous students compared to other institutions in Canada and houses the Wahkohtowin Law & Governance Lodge research unit in response to the Truth and Reconciliation Commission’s Call to Action #50. With continued effort and commitment to addressing these gaps, there is hope that the university will continue to evolve as a more inclusive institution for both faculty and students. While steps have been taken to address these disparities, including establishing DEI committees for both students and faculty, challenges remain. The faculty’s DEI committee, particularly for faculty members, has limited capacity to implement substantial changes and is often seen as a “check-box” exercise. In 2022, the University made a call for an Indigenous law professor, but this was answered by hiring a non-Indigenous professor who works in the field. Recommendations for improvement include creating a more powerful faculty DEI committee with the authority to enact meaningful changes, such as recruiting Indigenous law professors to teach Indigenous legal orders and creating an Indigenous advisory group. This group could help vet prospective faculty candidates, support Indigenous research, and provide guidance on Indigenous protocols without relying on Indigenous faculty and students. Additionally, revisiting the curriculum to ensure Indigenous perspectives are integrated in a meaningful way, particularly in courses taught by non-Indigenous professors, is necessary. |
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Note: Information gathered by various law students and collaborative efforts from the Dean of Law. |
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University of Calgary Faculty of Law |
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Location: |
Calgary, Alberta |
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Number(s): |
Total faculty: 34
Indigenous: 1 Black: 2 Racialized: 4
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Percentage(s): |
Considering the 30 active faculty currently: Indigenous: 3.3% Black: 6.7% Racialized: 13.3%
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Note: Information from BLSA, Equity Faculty member |
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British Columbia
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University of Victoria Faculty of Law |
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Location: |
Victoria, British Columbia |
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Number(s): |
Total Faculty: 30.25
Black: 2 Indigenous: 8 (*approximately) Racialized: 4
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Percentage(s): |
Black: 7% Indigenous: 26% Racialized: 13.2% |
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Comment(s): |
Mahlet Bereket & John Mweemba on Black Representation:
"Black representation in Canadian law schools is essential for fostering diverse perspectives that enrich legal education for Canada’s future lawyers. Black law students have unique lived experiences, which will broaden the scope of legal discussions in and out of the classroom.
Increasing, Black representation in the legal field will produce a diverse set of role models and mentors for black lawyers and law students. Additionally, it will help improve legal outcomes by having black lawyers advocate for the rights of Canada’s Black communities. Consequently, Black representation will inspire a more equitable and effective justice system that reflects the diversity of the populations it serves."
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Note: Information provided by various law students, BLSA, and faculty |
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Allard School of Law |
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Location: |
Vancouver, British Columbia |
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Number(s): |
Full-time Professors: 26 Associate Professors: 23 Assistant Professors: 10
Black: 2
Indigenous: 8 (*approximately)
Racialized: 8 (*approximately)
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Percentage(s): |
Black: 3.4% Indigenous: 14% Racialized: 14% |
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Comment(s): |
From student’s perspective:
There is only one black law professor in the entire faculty that is active.
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Note: Information from BLSA and students, self-identification from professors. Not all Indigenous law professors mention their affiliation with a nation or band in their biography. |
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Thompson Rivers University Faculty of Law |
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Location: |
Kamloops, British Columbia |
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Number: |
Total faculty: 21
Indigenous: 2 Black: 1 Racialized: 1 (only Black) |
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Percentage: |
Indigenous: 9.5% Black: 5% Racialized: 1 (only Black) |
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Comment(s): |
Diversity and Inclusion Commitment on Hiring Website:
Thompson Rivers University is strongly committed to hiring based on merit with a focus on fostering diversity of thought within our community. We welcome those who would contribute to the further diversification of our staff, our faculty and its scholarship including, but not limited to, women, Indigenous, Black and People of Colour, persons with disabilities and persons of any sexual orientation or gender identity. Please note that all qualified candidates are encouraged to apply, however applications from Canadians and permanent residents will be given priority.
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Note: Information from BLSA |
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Nova Scotia
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Schulich School of Law, Dalhousie University |
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Location: |
Halifax, Nova Scotia |
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Number: |
Total faculty: 40
Indigenous: 3 (2.5 FTE) Black: 5 Racialized: 7-8 (between)
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Percentage: |
Total faculty: 40
Indigenous: 7.5% (*approximately) Black: 12.5% Racialized: 17.5% (*approximately) |
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Comment(s): |
The school has taken some steps toward equity, such as the Indigenous Blacks & Mi'kmaq Initiative as an admissions category and dedicated support for Mi'kmaq and African Nova Scotian students, as well as several committees like the Truth and Reconciliation Commission Committee, the EDI Committee, and the Anti-Racism Working Group, but there of course remains work to be done. |
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Note: DLSA and a faculty provided the information. |
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Manitoba
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University of Manitoba Faculty of Law |
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Location: |
Winnipeg, Manitoba |
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Number(s): |
Total faculty (associate, assistants, and professors at law that teach: 25 (*approximately)
Indigenous: 3
Black: 3
Racialized (in total): 4
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Percentage(s): |
Considering the 19 faculty members and 6 additional Indigenous faculty members that teach: Indigenous: 12%
Black: 12% Racialized: 16% |
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Comment(s): |
There were Black professors hired in July 2023 and September 2024, respectively. Manitoba Indigenous Law Students Association: The Faculty of Law at Robson Hall is making significant strides toward diversity, equity, and inclusion through key hires and new initiatives. In September 2024, the faculty hired Laurelle Harris, KC, as the Director of the Internationally Trained Lawyers Program, Equity, and Transformation. This follows the hiring of Marc Kruse in 2021 as the Director of Indigenous Legal Learning and Services.
This year, the faculty introduced student sharing circles to gain deeper insight into student experiences and needs. To date, eight listening circles have been held for various student identities, including Indigenous, Jewish, Muslim, 2SLGBTQ+, Black law students, and students with disabilities. Directors Harris and Kruse attend as listeners, taking anonymized notes to help guide future initiatives.
The faculty is also prioritizing continued education for students, faculty, staff, and the broader legal profession. In February, Myrna McCallum will speak at Robson Hall about trauma-informed lawyering, a critical topic for legal practitioners. However, we emphasize it is essential that these educational opportunities are not treated as optional, as those who would benefit the most may otherwise choose not to participate.
Additionally, the faculty remains committed to fulfilling the TRC’s Call to Action #28. All second-year JD students are required to take Indigenous Legal Methodologies and Perspectives, a course taught by three Indigenous instructors/Professors. This course covers a broad range of topics, including Aboriginal rights, title and identity, Indigenous constitutionalism, and the experiences of Indigenous peoples within the criminal justice system. Professors are also encouraged to include Indigenous content within their courses, especially first-year courses like Constitutional, Criminal and Property law.
It is clear that the Faculty of Law is dedicated to fostering a more inclusive and welcoming environment. Dean Richard Jochelson maintains an open-door policy and actively listens to students, acknowledging that while progress has been made, much more remains to be done to ensure all students, faculty, and staff feel fully supported within Robson Hall.
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Note: The numbers may be subject to change. The information is provided by faculty, BLSA, and MILSA. |
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Ontario
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University of Toronto Faculty of Law |
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Location: |
Toronto, Ontario |
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Number: |
Total faculty: 43 (full-time faculty members
Indigenous: 2
Black: 2
Racialized: *undisclosed |
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Percentage: |
Indigenous: 5% Black: 5% Racialized: *undisclosed |
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Comment(s) |
Faculty:
Some of this information comes from law professors who responded to the university's equity survey.
Incorporating Indigenous legal orders and Aboriginal law into the curriculum:
“Several non-Indigenous professors incorporate Indigenous and Aboriginal law into their courses. There are numerous articles online that discuss the university's efforts to address the Truth and Reconciliation Commission’s recommendations. Moreover, there are ongoing initiatives to support Indigenous students, such as the establishment of the Indigenous Initiatives Office in 2010 and the creation of the Elder-in-Residence program in 2021.”
A notable development in these efforts is the appointment of acclaimed scholar John Borrows as the inaugural Loveland Chair in Indigenous Law at the University of Toronto's Faculty of Law. Borrows, a member of the Chippewa of the Nawash First Nation in Ontario, is one of the world’s leading scholars in Indigenous law.
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Note: Faculty self-reported, BLSA, and additional survey allocated. |
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Lincoln Alexander School of Law at Toronto Metropolitan University |
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Location: |
Toronto, Ontario |
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Number: |
Total faculty: 15 (law professors)
Indigenous: 0 Black: 3
Racialized: 5 (*approximately) |
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Percentage: |
Indigenous: 0 Black: 20% Racialized: 33.3% (*approximately) |
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Comment(s): |
Anonymous
The underrepresentation of Black and Indigenous law professors is a recognized issue that our law school is working to address. The administration has committed to reviewing its hiring practices to prioritize equity and ensure the faculty reflects the school’s commitment to inclusion and diversity. organizations at Lincoln Alexander has been actively engaging with the administration on this matter, maintaining consistent dialogue, and closely monitoring the school’s progress to ensure accountability in addressing this shortage. Note: Please note that these numbers are based on available information. Some professors may identify in a different manner not mentioned publicly. |
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Osgoode Hall Law School, York University |
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Location: |
Toronto, Ontario |
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Number: |
Faculty of professors (full-time and associate professors): 62 (*approximately) Black: 5 Indigenous: 2 Racialized: 6 (*does not counting those who did not respond which is 12)
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Percentage: |
Black: 8% Indigenous: 3.2% Racialized: 10% |
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Comment(s): |
Anonymous Currently, Osgoode Hall Law School has numerous tenured or tenure-track professors with only four being Black. This is the first year that an Indigenous student was invited onto the Faculty hiring committee, One of the two Indigenous faculty members sits on that committee, The hiring process is a multi-stage one. |
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Note: Information provided by faculty, additional survey allocated, and from Osgoode Indigenous Students Association. |
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University of Ottawa Faculty of Law /Université d'Ottawa, Faculté de droit |
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Location: |
Ottawa, Ontario |
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Number: |
University of Ottawa Faculty of Law: 42 full-time assistant, associate, and full professors
Common Law – French: 21 full-time assistant, associate, and full professors (*approximately)
Black: 1 Indigenous: 2 (*does not include undisclosed numbers) Racialized: *undisclosed
Common Law – English: 48 full-time assistant, associate, and full professors (*approximately)
Black: 2 Indigenous: *undisclosed Racialized: *undisclosed
Civil Law – Full-time: 35 professors (*approximately)
Black: 1 (*does not include undisclosed numbers) Indigenous: *undisclosed Racialized: *undisclosed
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Percentage: |
Common Law – French Full-time:
Black: 4.7% Indigenous: 9.5% (*does not include undisclosed numbers) Racialized: *undisclosed
Common Law – English – Full-time:
Black: 4.1% Indigenous: *undisclosed Racialized: *undisclosed
Civil Law – Full-time: Black: 2.8% (*does not include undisclosed numbers) Indigenous: *undisclosed Racialized: *undisclosed
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Comment(s): |
Indigenous Law Students Governance
Legal education in Canada suffers from a lack of Indigenous content being taught nationwide. This issue is compounded by the shortage of professors qualified to teach Indigenous law and legal traditions.
The limited number of Indigenous law professors creates significant challenges for students. First, the scarcity of faculty restricts the number of courses offered, making it difficult to address the numerous and complex issues in this field of law. Second, it impacts the depth and quality of education, as these topics are often only explored at a surface level.
Without expanding the pool of Indigenous professors, the content will remain limited, and students will continue to lack a comprehensive understanding of Indigenous law and legal traditions. To address these problems, it is essential that faculties of law across Canada prioritize hiring more Indigenous law professors.
ILSG encourages Indigenous students to consider pursuing a career in law, as each new Indigenous law graduate represents a potential future educator who can help close this gap.
Meegwetch |
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Queen’s University Faculty of Law |
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Location: |
Kingston, Ontario |
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Number: |
Faculty of professors (professors at law, assistant, associate professors, not including instructors): 38 (*approximately) Black: 1 (not including instructor, which would be 2) Indigenous: 3
Racialized: 4 (*approximately) |
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Percentage: |
Black: 3% Indigenous: 8% Racialized: 10%
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Comment(s): |
Information by Faculty suggests different statistical data: As of November 2024, offers insights into our faculty demographics:
Black law professors: 5.2% of the total number of Queen’s Law faculty members. Indigenous law professors: Less than 5 faculty members. There is representation of Indigenous law professors; however, the percentage has been suppressed for privacy reasons. Notwithstanding, we can confirm that we have at least one Indigenous faculty member and another Indigenous faculty member will be joining Queen’s Law in January 2025. Racialized (including Black) law professors: 24.1% of the total number of Queen’s Law faculty members.
Please note, this data is based on self-identification information that has been disclosed through the ICOUNT Queen’s Equity Census, which is a voluntary process. We have received confirmation that 75.9% of Queen’s Law faculty members have completed the census. Our institution is committed to advancing Indigenization, Equity, Diversity, Inclusion, Accessibility, and Anti-Racism (I-EDIAA) and to fostering a welcoming and inclusive environment for our students, faculty, staff, and the broader community. A cornerstone of our recruitment efforts is the Queen's Equity Appointments Process (QEAP). Our institution is committed to advancing Indigenization, Equity, Diversity, Inclusion, Accessibility, and Anti-Racism (I-EDIAA) and to fostering a welcoming and inclusive environment for our students, faculty, staff, and the broader community. A cornerstone of our recruitment efforts is the Queen's Equity Appointments Process (QEAP). The QEAP is an award-winning application that collects, tracks, and reports on employment equity data. This process requires that all members of hiring committees complete mandatory employment equity training developed and delivered by the University’s Human Rights and Equity Office. Each Committee also has an Employment Equity Representative who receives additional employment equity training. The Employment Equity Representative accesses the QEAP application to determine which designated groups are the most under-represented in the Faculty (based on information taken from the ICOUNT Queen’s Equity Census and imported into the system). This information is taken into careful consideration when developing respective recruitment strategies. The QEAP application also sends self-identification questionnaires to all applicants, ensuring confidentiality. The data gathered helps the Employment Equity Representative monitor diversity within the applicant pools and supports informed decision-making regarding job offers. This process reinforces the alignment of our recruitment strategies with our commitment to I-EDIAA. |
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Note: Information provided by BLSA, ISLA, and Faculty. |
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Bora Laskin Faculty of Law |
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Location: |
Thunder Bay, Ontario |
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Number(s): |
Total faculty: 15
Indigenous: 2 Black: 2 Racialized: *undisclosed |
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Percentage(s): |
Indigenous: 13% Black: 13% Racialized: *undisclosed |
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Comment(s): |
Interim Dean, Betsy Birmingham: At the Bora Laskin Faculty of Law, one of the smallest law schools in Canada, 2 of our 15 full time faculty are Black, or about 13%. (In Canada, only 2% of the professoriate, across disciplines, identify as Black.) In our most recent recruiting class, 8% of our student population is Black. If we hope to create some kind of equitable access to legal education in Canada, it is essential that we have professors who look like and have experiences like our students. Recruiting a diverse professoriate is about Faculty excellence and assuring all students that they belong not only in law school, but in the profession. |
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Note: Information provided by faculty |
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Western University Faculty of Law, Canada |
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Location: |
London, Ontario |
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Number(s): |
Total faculty: 39
Indigenous: 1 Black: 2 Racialized: 4 |
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Percentage(s): |
Indigenous: 2.6% Black: 5% Racialized: 10% |
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Note: Information provided by the faculty. |
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University of Windsor Faculty of Law |
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Location: |
Windsor, Ontario |
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Number(s): |
Total faculty: 35 (*approximately full-time)
Indigenous: 2
Black: 3 Racialized: 4 |
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Percentage(s): |
Indigenous: 6% Black: 8.5% Racialized: 11.4% |
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Comment(s): |
According to Shkawbewisag Student Law Society Co-President Jamie Holmes:
Windsor has not taken steps to increase the number of Indigenous faculty members on campus. While they hired two Indigenous faculty members who work remotely, there is no Indigenous faculty present on campus, meaning most students, including Indigenous students, have never met them.
It's necessary and important that Indigenous students see Indigenous faculty on campus, represented in our classrooms and the building in general. Without Indigenous faculty or staff at the faculty of law so much of the work falls on the Indigenous students themselves. I think the faculty needs to make a better effort on hiring and retaining Indigenous faculty. The faculty of law also needs to work on a policies surrounding identification/self-identifying students and faculty.
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Note: Information Provided by ILSA, BLSA, and faculty |
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Saskatchewan
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University of Saskatchewan College of Law |
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Location: |
Saskatoon, Saskatchewan |
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Number: |
Total faculty: 21 (*approximately)
Indigenous: 1 Black: 2 Racialized: *undisclosed |
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Percentage: |
Indigenous: 4.7% Black: 9.5% Racialized: *undisclosed |
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Comment(s): |
Anonymous
Some professors may simply be white-passing and are Indigenous but we only have the one professor who has been open about being Indigenous. Last year we had an additional Indigenous professor who served a one year term but once his year was up he moved on elsewhere. We also have the Indigenous Law Center, where our director is Metis and we have an Elder for a cultural advisor but they are not listed under the faculty on the College of Law’s website. The College of Law has an Indigenous engagement committee which is mostly focused on the experiences of Indigenous students and ensuring their needs are being met. |
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Note: Information provided by ILSA |
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New Brunswick
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University of New Brunswick Faculty of Law |
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Location: |
Fredericton, New Brunswick |
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Number: |
Total Faculty: 20 (*approximately) Black: 0 Indigenous: *undisclosed Racialized: *undisclosed
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Percentage: |
Black: 0% Indigenous: *undisclosed Racialized: *undisclosed
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Université de Moncton |
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Location: |
Moncton, New Brunswick |
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Number: |
Faculté de droit: 9
Indigenous: 0 Black: 0 Racialized: 0 |
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Percentage: |
Indigenous: 0 Black: 0 Racialized: 0
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Comment(s): |
Samuel LeBlanc,
Nous sommes une petite équipe de 9 professeurs à temps plein, en plus du doyen et de la vice-doyenne, dans un contexte particulier, étant la seule faculté de droit francophone en Acadie. Concernant les mesures prises, je sais qu’il y a des efforts en cours pour recruter de nouveaux professeurs issus de groupes actuellement sous-représentés.
Concernant les mesures prises, je sais qu’il y a des efforts en cours pour recruter de nouveaux professeurs issus de groupes actuellement sous-représentés.
Pour ma part (je parle en mon nom personnel), j’ai choisi de donner une plus grande place aux questions de diversité et de droits de la personne dans mes cours. Par exemple, dans mon cours de droit du travail, les thèmes de l’équité en milieu de travail, des droits de la personne et des droits des travailleurs migrants étaient abordés de manière assez superficielle (moins de 10 % du contenu). Je m’assure maintenant qu’au moins 30 % du cours soit consacré à ces sujets.
AEND Moncton:
Nous n’avons aucun professeur de droit noirs, 0 professeurs de droit indigènes et 0 professeurs de droit racialisés, parmi un total de 9 professeurs de droit. Cela représente 0% de notre corps professoral total.
Aucune mesure n’a été mise en place pour la diversité et l’équité au sein de la faculté de droit. |
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Note: Information confirmed by AEND Moncton |
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[1] Paolo Gaudiano, “Why The Debate Between Merit And Diversity Is Counterproductive” (October 24, 2024), online: <https://www.forbes.com/sites/paologaudiano/2024/10/24/why-the-debate-between-merit-and-diversity-is-counterproductive/>.
[2] Daniel Blake et al, “Not a Priority: Faculty Diversity in Law Schools.” 48 Innov High Educ 285 at 286 – 308.
[3] Alberta Human Rights Commission, “Disaggregated Demographic Data Collection”, online: <https://albertahumanrights.ab.ca/what-are-human-rights/education-and-engagement/public-policy-engagement/disaggregated-demographic-data-collection/>. See also British Columbia’s Office of the Human Rights Commissioner, “Disaggregated Demographic Data Collection in British Columbia: The Grandmother Perspective” (29 September 2020), online: <https://bchumanrights.ca/resources/publications/publication/datacollection/>; Nova Scotia Human Rights Commission, “Bryan Report” (1 September 2022), online: <https://humanrights.novascotia.ca/bryan>; Frédérik-Xavier Plante, “Longueuil, Other Quebec Police Slow in Implementing Race-Based Data Framework” (11 February 2023), online: <https://www.theglobeandmail.com/canada/article-longueuil-other-quebec-police-slow-in-implementing-race-based-data/>; Ontario Human Rights Commissions, “Re: Requiring Public Sector Organizations To Collect Race-Based Data” (20 September 2017), online: <https://www3.ohrc.on.ca/en/re-requiring-public-sector-organizations-collect-race-based-data>.
[4] Damani White-Lewis, “The Facade of Fit in Faculty Search Processes” (9 July 2020) 91:6 The Journal of Higher Education 833 at 834-839. See also, Damani White-Lewis et al, “Framing the Dialogue for Systemic Equity Reform in STEM Faculty Careers” (2022) Washington, DC: Association of Public and Land-grant Universities 1 at 4-31.
[5] Julie Sobowale, “An Elite Law School Promised Reforms, Then Made Inclusion Impossible: Racialized Professors Say They Were Underpaid, Bullied, and Ignored at UBC” (14 November 2024), online: <https://thewalrus.ca/an-elite-law-school-promised-reforms-then-made-inclusion-impossible/>.
[6] Ibid.
[7] Ibid.
[8] “Open Letter - Dean Pindell”, online: <https://docs.google.com/document/d/1LxMH77rFgXZjNi7fcLYsRAXG3tCvZ9fA/edit>.
[9] Ontario Human Rights Commission, “Racial Discrimination, Race and Racism (Fact Sheet)” (2024), online:<https://www3.ohrc.on.ca/en/racial-discrimination-race-and-racism-fact-sheet>.
[10] Ibid.
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