ABSTRACT
To this point, discussions in this volume centered on antidiscrimination legal rubrics from the Fourteenth Amendment, e Civil Rights Act of 1964, and the Education Amendments of 1972. In the cases of race/ethnicity and sex, law was necessary towards the removal of barriers to equity, but insucient in and of itself to bring about a socially just society on or o campus. As such, struggles continue. In this chapter, I discuss two contexts in which the law is underdeveloped, social class and sexual orientation in addition to gender identity. With respect to the former, the law is stymied and near incapable of further growth, but institutional policies can make use of the limits of antidiscrimination law in this area to further higher access and social justice. With regard to the latter, the law is developing, and there is a question of whether there are lessons from the context of race, sex, and class that could be of use as antidiscrimination law unfolds. Here more so than arming actions, what is desired most is recognition and acceptance of the common human conditions, without legal barriers. Finally, I discuss the context of dis/ ability law where arming actions by way of universal design and universal instructional design restructure the higher education space for the benet of all. Perhaps it is within the context of this last area where socially just restructuring of campuses inside and outside of the classroom may be helpful towards achieving socially just campuses, which should serve as examples for the rest of society to emulate.
