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31 U.S.F. L. Rev. 757 (1996-1997)
Each Other's Harvest: Diversity's Deeper Meaning

handle is hein.journals/usflr31 and id is 769 raw text is: Articles Each Other's Harvest: Diversity's Deeper Meaning By CHARLES R. LAWRENCE HII* I AM DEEPLY GRATEFUL for the opportunity to be part of this sympo- sium to honor and remember my friend Trina Grillo. Trina was an ex- traordinary human being and a rare and wonderful teacher. I miss her. I miss her brilliant mind, her wondrous laughter, and her careful love. I miss her courageous spirit and the feel of her shoulder next to mine in the day-to- day struggle to make this a more just world. Trina always required that her friends speak the truth to her as best we could. Because I know her spirit is with us today, I will try to speak as plainly as I can about diversity in legal education, the meaning of affirmative action, and the ongoing fight for jus- tice to which she committed her life. I began my career as a law teacher at the University of San Francisco in 1974. I was one of four new professors hired by U.S.F. that year. Three of us, Stephanie Wildman, David Garcia, and I, did not look like who our students expected to see when they walked into their classes. U.S.F. had never had a Chicano law professor before, and Professor Wildman and I were, respectively, the only woman and the only African American on the faculty. While a black woman had taught at U.S.F. two years previously, her stay was short lived; we were U.S.F.'s first diversity hires. We were pioneers integrating a segregated institution, and we were proud to be the beneficiaries of affirmative action.1 * Professor of Law, Georgetown University Law Center; B.A., Haverford College, 1965; J.D., Yale Law School, 1969. Elizabeth Minott provided invaluable research assistance for the preparation of this article. 1. What is now called affirmative action, diversity, and preferential treatment, began as old fashioned desegregation and, in the vast majority of instances, is still little more than a token effort to remedy the effects of old fashioned race and sex discrimination. See, e.g., Hopwood v. Texas, 861 F. Supp. 551 (W.D. Tex. 1994), rev'd, 78 F.3d 932 (5th Cir. 1996) (documenting past and ongoing segregation and discrimination in the Texas educational system); CHARLES R. LAW- RENCE III & MARI J. MATSUDA, WE WON'T Go BACK: MAKING THE CASE FOR AFFIRMATIVE ACION (1997) (providing a personalized history of affirmative action and its asset to all of soci-

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