From Higher Learning to Charlottesville
College Campuses and American Democracy
- 2026
- Book
- Editors
- Tyson D. King-Meadows
- Shahara’Tova V. Dente
- Publisher
- Springer Nature Switzerland
About this book
This book interrogates John Singleton’s 1995 Black cult classic film Higher Learning, set on a fictitious American college campus, as a harbinger of Donald Trump’s successful 2016 and 2024 presidential campaigns, the 2017 Unite the Right Rally, reenergized protests by Blacks denouncing public monuments to the Confederacy, the #MeToo Movement, the Black Lives Matter Movement, and student protests erupting after the 2023 Israel-Hamas Gaza War. Contributors use Higher Learning as a fulcrum to explore how racial antagonisms, attitudes of college students, socio-economic disparities, and interpersonal relationships in America have changed and remained the same since the 1990s. From debates over free speech, affirmative action, hip hop music, and K-16 curriculum content, to protests condemning police brutality, this book examines why American college campuses continue to be sites of physical, visual, and epistemological conflicts over the meaning of diversity, equity, inclusion, and belonging. This book also provides recommendations for how Americans might unite to address today’s divisive issues and strengthen American democracy.
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Table of Contents
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Frontmatter
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Chapter 1. Introduction: Prophetic Warnings
Tyson D. King-Meadows, Shahara’Tova V. DenteThis chapter examines the enduring relevance of John Singleton's 1995 film Higher Learning, focusing on its prophetic warnings about race, culture, and identity on American college campuses. The text explores how the film's themes of racial antagonisms, socioeconomic disparities, and polarized interpersonal relationships continue to resonate in the twenty-first century. It delves into the film's portrayal of the weaponization of culture, the college campus as contested space, and pathways to inclusion, connecting these themes to contemporary issues such as the Unite the Right Rally in Charlottesville, the #MeToo Movement, and the rise of political violence. The chapter also discusses the film's relevance to current debates about affirmative action, diversity, equity, and inclusion in higher education. Through an analysis of key scenes and characters, the text highlights the film's enduring lessons for American institutions of higher education and society at large. The chapter concludes by offering specific actions academic leaders can take to address the challenges and opportunities facing minoritized and under-resourced students on today's college campuses.AI Generated
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AbstractIn 2025, John Singleton’s Higher Learning (1995) celebrated its 30th anniversary, and its relevance today could not be more important for understanding the challenges and opportunities facing American institutions of higher education (IHEs) in the twenty-first century. -
The Damage Wrought by Weaponizing Culture
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Frontmatter
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Chapter 2. White Fear of a Different Planet: Unpacking Racial Resentment in Higher Learning and Twenty-First-Century Politics
Tyson D. King-Meadows, Loren Henderson, Rhoanne EstebanThe chapter delves into the film 'Higher Learning' as a metaphor for understanding the persistent issue of White racial resentment in higher education and its broader societal implications. It explores how the film depicts the conversion pipeline from discomfort to grievance and violence, using Critical Race Theory and Critical Media Studies as analytical frameworks. The text also examines the historical context of racial attitudes and their evolution, highlighting the persistence of anti-Blackness in American society. Additionally, it discusses the role of higher education in either magnifying or distorting the heterogeneity of American society, and the impact of institutional choices on campus climate. The chapter concludes with policy implications for fostering a more inclusive and equitable campus environment.AI Generated
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AbstractWhen released in 1995, the film Higher Learning not only prophesized the ferocious return of White identity politics on American college campuses, but also divined the reclaiming of White identity politics as anti-Blackness politics. This “political capture” in the early twenty-first century is marked by anti-egalitarians receiving little resistance as they employ oppressive language and physical violence to upend statutory and regulatory victories associated with the Civil Rights Movement and the Great Society. Director John Singleton, a Los Angeleno born in 1968 and a 1990 graduate of the University of Southern California, was keenly aware not all Americans would appreciate Higher Learning as both a celebratory and cautionary tale on the country’s past, present, and future. Yet, he was also hopeful Americans would see his film as drawing attention to the hierarchical socioeconomic and sociopolitical relationships between demographic groups in the United States. Singleton once remarked, “We took a fictitious campus called ‘Columbus University’ and made it a metaphor for America itself.” The utility of viewing Higher Learning as a metaphor for experiencing and overcoming contentious politics is key in the contextualization of the film. As Singleton explains, “American college campuses are the only place you can see America in its purest form.” By this, we take Singleton to mean that curricula and co-curricular activities on American college campuses can either magnify or distort the heterogeneity of and connectedness across the varied cultural, aesthetic, ascriptive, and political landscapes shaping life in America. Because those activities reflect policy choices, campus design can blunt or accelerate the pipeline from discomfort to grievance. -
Chapter 3. “Hip Hop’s Othering”: The Deviance of Black Music in Higher Learning and Beyond
Shahara’Tova V. DenteThis chapter delves into the intricate dynamics of how Hip-Hop music is perceived and marginalized in society, particularly in relation to blackness and deviance. It begins by examining the historical context, focusing on the 1990s and the influential film 'Higher Learning' by John Singleton, which highlights the othering of Hip-Hop and its artists. The text explores how Hip-Hop music is often associated with negative stereotypes and how this association has real-world consequences, including violence and discrimination. It also discusses the role of the media in perpetuating these stereotypes and the ways in which Hip-Hop artists have used their platforms to address social and political issues. The chapter concludes by emphasizing the importance of unlearning biased perceptions and embracing the positive contributions of Hip-Hop culture. Additionally, it touches on the political engagement of Hip-Hop artists and the broader implications of their actions on society. This comprehensive analysis provides a nuanced understanding of the complex relationship between Hip-Hop, race, and societal attitudes, offering insights into the ongoing struggle for recognition and equality in the music industry and beyond.AI Generated
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AbstractWhen John Singleton’s Higher Learning was released in 1995, America was at an intersection of racial animus, political tension, and a communal distrust of police and politicians. The black community rioted after Rodney King’s attackers were acquitted, and somehow, the voice of a frustrated black America needed to expel that anger. Hip-Hop music was such a place. Although black spaces were over-policed and crime ridden or drug infested, Hip-Hop music saw peaked mainstream attention and capitalization on its popularity and controversial lyrics. Since the early 1990s, where images of riots and sounds of lyrics like N.W.A.’s “FTP” were markers of a community’s frustration, Singleton’s film served as a cinematic mixing of racism, classism, gendered violence, extremism, and artistic representations of othering and hope. -
Chapter 4. The Policing of Black Bodies in America: Similarities Between the Hollywood Movie Higher Learning (1995) and Society Today
Dewey ClaytonThis chapter delves into the enduring issues of racial inequality and policing, using the 1995 film Higher Learning as a framework. It explores the themes of racial profiling, police brutality, and the impact of critical race theory on understanding systemic racism. The chapter also examines the rise of mass incarceration and its disproportionate effect on African American communities. Through an analysis of the film and contemporary events, it highlights the persistent racial divide in perceptions of law enforcement and the criminal justice system. The chapter concludes by emphasizing the ongoing struggle for racial equality and the need for systemic change to address these deeply rooted issues.AI Generated
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AbstractThe Policing of Black Bodies in America: Similarities Between the Hollywood Movie Higher Learning (1995) and Society Today The movie “Higher Learning” is a 1995 film that explores the lives of a diverse group of college students grappling with an array of issues. The movie serves as a microcosm of society as it examines issues of race, gender, and class on a fictional college campus. The movie explores the racial divisions on campus and highlights the tension between black students on campus and the campus police as well as a group of neo-Nazis on campus. The film highlights institutional racism and sexism as well as prejudices that exist when college students find themselves trying to navigate a diverse environment.
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The Making and Meaning of Campus as Contested Space
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Frontmatter
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Chapter 5. “They Want to Know If You Have a Plan”: Lessons from Black Educators to Students of Color
Debra SmithThe chapter examines the film 'Higher Learning' to explore the lessons from Black educators to students of color, focusing on the mentoring relationship between Professor Maurice Phipps and student Malik Williams. It delves into the challenges faced by Black professors and students at predominantly White institutions (PWIs), including marginalization, stereotypes, and the need for culturally relevant teaching. The text also highlights the importance of mentoring relationships in helping Black students navigate academic and social challenges. Through qualitative content analysis of the film, the chapter reveals how Black educators use their experiences to guide students in developing their own political ideologies and coping strategies. The conclusion emphasizes the significance of perseverance and the development of a personal plan for success in the face of societal and institutional barriers.AI Generated
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AbstractUnlearn. That’s how the 1995 film Higher Learning written and directed by John Singleton concludes. The word is scrawled across the screen after 127 minutes of plot exposing and interrogating the sociopolitical status of America. Set on the fictional campus of Columbus University, presumably a predominately White institution (PWI) with its homage to Christopher Columbus with a statue of him erected on the campus, Singleton’s anti-racist film grapples with issues of racism, classism, sexual assault, economic disparities, and gun violence. But, unlearn is a paradox considering that everything we have learned about America in the film is as firmly entrenched in our reality as the flag that haughty waves on the screen when the film begins. Scenes that play out between professor and student in the film, reveal what Giroux (2008) describes as “a useful optic for enabling students to recognize both education as an essential public good and democracy as the very condition for exercising any critical and viable notion of individual and social agency”. But it all begins with Black teachers who historically had to unlearn and recast that which they had been taught in the academy so that they would be equipped to respond to the learning needs of their Black students with regard to real-life situations. -
Chapter 6. “They Wanna Be Saved”: Black and Queer Women as Saviors and Superheroes in Higher Learning
Jenn M. JacksonThis chapter examines the invisibility and hypervisibility of Black and queer women in the film 'Higher Learning' and compares their representations to the lived experiences of young women on college campuses today. The analysis is grounded in Black Feminist and Queer theoretical concepts, including intersectionality and the myth of the Black superwoman. The chapter argues that Black and queer women are represented in the film as saviors and superheroes of white women and Black men, and that this representation is not far from the reality of young Black women navigating college campuses today. The chapter also explores the ways that sexual violence against Black women and their leadership on this issue is often overlooked and erased, and how the #MeToo movement has exposed the intersections of power, race, and gender. The chapter concludes with a discussion of the implications of this analysis for our understanding of the intersections of race, class, gender, and sexual orientation on college campuses today. The chapter is based on a subsample of 50 interviews collected in Chicago in spring 2018, and provides a 'thick' description of the life experiences and personal narratives of vulnerable people.AI Generated
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AbstractThe #MeToo Movement, which emerged in the mass media in 2015, highlighted the sexual violence of powerful men in Hollywood like Harvey Weinstein and Russell Simmons. Now, as entertainers like Sean “Diddy” Combs and R. Kelly have been held accountable for sexual violence which often occurred among other male witnesses, people in the mass public have turned an eye to the ways that power, race, and gender intersect. Political scientist and queer feminist Cathy Cohen writes, “I envision a politics where one’s relation to power, and not some homogenized identity, is privileged in determining one’s political comrades” (2005, 22). Her prescient words frame this analysis and the struggles of many Black women who have long sought to have their experiences with disproportionate power constraints and gendered oppression made visible. These fights are heightened on college campuses which have long been sites of ongoing sexual violence. This political moment has also exposed the ways that sexual violence against Black women and their leadership on this issue is often overlooked and erased given that the #MeToo movement was actually created by a Black woman organizer named Tarana Burke in 2005. During the Trump Administration, not only did the White House make it harder for survivors of sexual assault to come forward, but many feared that the lack of real legislation on gun control left schools, and college campuses more vulnerable to mass shootings. Now, as wars rage across the globe, racism, misogyny, sexual abuse and harassment, transphobia, anti-Semitism, anti-immigrant sentiment, and other displays of bigotry continue to mar the experiences of college students. -
Chapter 7. Moving on Up: Black Women, Higher Education, and Economic Mobility
Jochebed Cadet, Ashley H. Clarke, Angel M. Jones, Briana O’Neal, Jessica Marie Shotwell, Danielle Worsham, Kris MarshThis chapter delves into the economic, social, and institutional barriers that Black women encounter in higher education, despite an increase in their enrollment over the past 30 years. It highlights the persistent issues of unequal pay, hostile campus climates, and the lack of representation in faculty and administrative roles. The text uses quantitative data, personal experiences, and scenes from John Singleton’s 1995 film Higher Learning to illustrate these challenges. It also explores the financial aid crisis, the impact of microaggressions, and the underrepresentation of Black women in leadership positions. The chapter concludes that higher education, while promoted as a path to economic mobility, often fails to deliver on this promise for Black women, who continue to face significant obstacles in their academic and professional journeys.AI Generated
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AbstractHigher education is promoted as the path to economic mobility. Young minds are told that a college degree will open doors and lead to greater financial stability. While this may be the case for some, members of marginalized groups have very different experiences. In this chapter, we discuss the economic, social, and institutional barriers to the academic and professional success of Black women, including: unequal pay, hostile campus climates, and a lack of representation in faculty and administrative roles. Using quantitative data, personal experiences, and scenes from John Singleton’s 1995 film Higher Learning, we demonstrate that although the number of Black women in higher education has increased over the last 30 years, the barriers to their success remain relatively unchanged. -
Chapter 8. How Invisibility, Isolation, and Intersectionality Work to Further Class and Racial Antagonism for African American Women
Deborah PurnellThis chapter delves into the portrayal of African American women in John Singleton's 'Higher Learning,' critiquing the film's use of flat and stereotypical characters like Monet and Deja. It explores how these portrayals contribute to the invisibility and isolation of Black women in cinema and society. The text also examines the intersectionality of race, gender, and class, and how these factors shape the experiences and perceptions of African American women. Additionally, it discusses the broader implications of these portrayals, including the perpetuation of harmful stereotypes and the erasure of Black women's voices and experiences. The chapter concludes by highlighting the ongoing relevance of these issues in contemporary cinema and society.AI Generated
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AbstractAt 24 years old, John Singleton became the youngest Oscar-nominated director on history with his cinematic debut, Boyz in the Hood. Today, the film about urban African American life, is considered among the top 50 movies of the 90s along with fan-favorites including Clueless, Friday, and The Sixth Sense. Singleton’s third feature film, Higher Learning, which premiered in cinemas across America in 1995, was met with mixed reviews. The late film critic Roger Ebert gave the film three out of five stars, and he notes “…this is not a ‘Black movie,’ [Singleton] sees the whole campus population as its subject.” But does he? Whereas Boyz highlights similar themes of racial profiling and violence, the film also features the voice of the emerging educated African American woman. This voice is virtually invisible in Higher Learning. -
Chapter 9. Race-ing Rebellion and Revolution: An Analysis of Dress in John Singleton’s Higher Learning
Elka M. StevensThis chapter delves into the significance of dress and appearance in John Singleton's 'Higher Learning,' focusing on three male characters: Fudge, Malik, and Remy. Through iconographic analysis, the text examines how their clothing choices reflect their identities, cultural backgrounds, and ideological shifts. The analysis reveals the power of dress in communicating group affiliations, creating fear, and signaling radicalization. The chapter also explores the themes of criminalization and terrorization, highlighting how appearance can influence societal perceptions and interactions. Additionally, the text discusses the contemporary practices of brand co-option and group uniformity, providing a comprehensive understanding of the role of dress in both the film and real-life societal contexts. By analyzing the visual messages conveyed through costumes, this chapter offers insights into the cultural, philosophical, and social underpinnings of appearance and its impact on individual and collective identities.AI Generated
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AbstractWhen John Singleton wrote and directed Higher Learning in excess of a quarter of a century ago, it was uncertain that he thought that he would be presenting a timeless narrative that is as poignant today as it was then, touching on many of the same issues facing college students and our society: Racism, regionalism, sexism, misogyny, gender roles, gun control, and school shootings, among others. In film, both directors and writers rely upon technicians to assist in communicating the plot. Costumers, specifically, have the responsibility to utilize aspects of appearance, and most notably a character’s dress, to connect viewers and to tell a story, either real or imagined.
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The Pathway Towards a Better College and a Better Democracy
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Chapter 10. Lessons on Allyship in Higher Learning
Jessica TrullThis chapter delves into the concept of allyship in higher education, using John Singleton's film 'Higher Learning' as a lens to examine the role of allyship in overcoming systemic oppression. It explores how allyship can be practiced differently depending on the interracial or intergender relationship dynamic, emphasizing the importance of unlearning hate before tragedy strikes. The text argues that institutes of higher learning must shift the conversation from education to actualization and action, placing the responsibility on power groups rather than the oppressed. It also discusses the importance of acknowledging and confronting privilege, and the role of intersectionality in understanding and combating oppression. The chapter concludes by emphasizing the need for power groups to take responsibility and engage in praxis to create true allies, and the importance of using privilege to shift the gaze and decenter oneself.AI Generated
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AbstractAllyship provides a decisive means for attempting to overcome inequality in a patriarchal, White supremacist culture. The Anti-Oppression Network defines allyship as “an active, consistent, and arduous practice of unlearning and re-evaluating, in which a person in a position of privilege and power seeks to operate in solidarity with a marginalized group.” The modern-day relevance of John Singleton’s film Higher Learning teaches us to start a movement to practice unlearning. The trajectory of the film would be vastly different if any of the many interracial and intergender relationships required the privileged race or gender to engage in this practice. Allyship is limited or completely missing from the film and continues to be inadequate or absent in modern, U.S. society. Therefore, it is necessary for power groups (e.g., White people, men) to overcome their unease with acknowledging and confronting their privilege. To be an ally is to recognize centuries of endless, and seemingly infinite, struggle that oppressed groups (e.g., people of color, women) have endured. Practicing allyship looks differently depending on the particular interracial or intergender relationship dynamic, but both start with unlearning hate before tragedy strikes. -
Chapter 11. “Run, Nigger, Run”: The Consequences of Being and Staying “Woke” in Higher Learning
Tracey M. GholstonThis chapter delves into the transformative power of racial awakening, using John Singleton's 'Higher Learning' as a lens to examine the complexities of being and staying woke in higher education. The narrative follows Malik Williams, a college athlete whose journey from naivety to consciousness highlights the painful yet necessary process of cultural awakening. The text explores three active themes of wokeness: the need for a catalytic agent, the dual nature of wokeness as both painful and healing, and the importance of finding a community of like-minded individuals. Through Malik's interactions with his mentor Fudge and Professor Phipps, the chapter illustrates the emotional and psychological turmoil of awakening to systemic racism. The film's relevance in the Trump era is underscored by contemporary examples of racial tensions and hate rhetoric, emphasizing the ongoing struggle for racial justice. The chapter concludes with a reflection on the cost of staying woke, highlighting the personal and societal challenges faced by those who confront racial injustice head-on.AI Generated
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AbstractThis chapter argues that John Singleton's 1995 film Higher Learning offers a hauntingly relevant meditation on the politics and affective labor of being and staying “woke” as a Black college student in the United States. Singleton's fictive campus is read as a metaphor for the nation, where colorblind and dysconscious racism, hegemonic whiteness, and institutional violence circulate as "ordinary air" through athletics, security, and classroom life. This essay then situates Higher Learning alongside the Trump era's resurgent white nationalism, including the Charleston church massacre, campus assaults, and Colin Kaepernick's anthem protest to argue that the film anticipates contemporary struggles over flags, bodies, and belonging. Ultimately, Malik's partial victory is framed not as safety or closure but as irreversible, rage-suffused consciousness that demands both self-care and collective activism. Singleton's film remains a crucial text for understanding the high cost of Black wokeness on predominantly white campuses and within American democracy more broadly. By pairing close film analysis with contemporary case studies, this chapter foregrounds student-centered praxis. -
Chapter 12. Moving Beyond Black Rage and White Resentment: Toward Racial Reconciliation in the Twenty-First Century
Jillian Andres Rothschild, Kaley White, Camille Burge-HicksThis chapter uses the film 'Higher Learning' to explore the persistent racial tensions in America and the potential paths toward reconciliation. It highlights several scenes from the movie that illustrate missed opportunities for racial understanding and compares them to real-world examples. The chapter also presents data from Pew and Gallup surveys to show the differing perceptions of race relations among Black and White Americans. Furthermore, it includes insights from focus group studies to understand the emotional dynamics between Black and White communities and suggests ways to mitigate the effects of Black rage and White resentment. The conclusion emphasizes the need for both Black and White Americans to work together, have tough conversations, and engage in continuous education to move closer to racial reconciliation.AI Generated
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AbstractIn Higher Learning, John Singleton uses the racial, gender, and socioeconomic diversity found on college campuses as a lens to understand intergroup relations in America. As such, this movie is not merely a cinematic artistic display, but a timeless, concrete illustration of real-life instances of racial contention that still occurs today. The epigraph above is from a scene in the movie where Monet tries to make Kristen see that their friendship is something of an anomaly as the racial tensions on their college campus are too fraught for interracial friendships. Monet goes as far as to say racial reconciliation “Is not gonna happen.” Is this pessimistic view true? Is racial reconciliation in America possible? We are not sure. What we do know for certain is that racial reconciliation will not be achieved without hard work and dedication. It will involve acknowledging centuries of racial injustice and having an open, honest dialogue about how to move forward. -
Chapter 13. Conclusion: A Way to Unlearn
Tyson D. King-MeadowsThis volume delves into the 1995 film Higher Learning, directed by John Singleton, and its prophetic insights into the social and political landscape of twenty-first-century America. The text explores how the film foreshadowed events like the 2017 Charlottesville March and the rise of anti-Blackness, authoritarianism, and distrust in American institutions of higher education. It examines the film's portrayal of race, gender, culture, free speech, civil rights, and socioeconomic mobility, connecting these themes to contemporary movements such as #MeToo and Black Lives Matter. The volume also highlights the film's relevance to understanding the treatment of Black women in higher education and the role of hip-hop culture in shaping social identities. Through various contributors' analyses, the text provides a comprehensive overview of how Higher Learning's themes resonate today, offering insights into the ongoing struggles for equity and inclusion on college campuses. The final Malik-Kristen scene is analyzed as a call for universities to invest in 'unlearning' affective and cognitive dispositions that divide and dehumanize, emphasizing the importance of discovery, modernizing internal marketing materials, clarifying the role of intellectual and experiential diversity, and expanding access to high-impact practices. The volume concludes with a call for academic leaders to heed Singleton's directive to 'unlearn' to improve the country's scientific competitiveness and protect American national interests.AI Generated
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AbstractThis volume examined topics explored in the 1995 John Singleton film Higher Learning, and examined the film’s relevance to understanding life on a college campus in twenty-first-century America, with specific intent to highlight the persistence and evolution of on-campus and off-campus battles over race, gender, culture, free speech, civil rights, and socioeconomic mobility. Contributors situated Higher Learning (1995) as a prophetic warning about the events leading up to and dispositions associated with the 2017 Charlottesville “Unite the Right March and Rally” [hereafter 2017 Charlottesville March] and the rise of expressed anti-Blackness, authoritarianism, and distrust in American institutions of higher education (IHEs)—all of which were enlivened by the presidential campaigns and the elections of Donald Trump. To do so, contributors have viewed Higher Learning through both a retrospective lens and a prospective lens to excavate additional insights into various controversies that came to dominate news cycles in the early twenty-first century. Each chapter highlighted specific scenes that explored how Singleton’s film portrayed certain topics and then connected those scenes to various moments in American history. In doing so, the contributors to this volume documented how the film forewarned the appearance and reappearance of multiple occurrences; for example, the #MeToo movement and the Black Lives Matter movement; protests over public statues commemorating Confederate soldiers and sympathizers; protests over actions celebrating Black freedom fighters; debates about the academic preparedness of students hailing from under-resourced communities; the relationship between social belonging and student learning outcomes; the renewed saliency of white supremacist organizations; student calls to end the carceral state and to eliminate the racially disproportionate rates of police-citizen contact; efforts by politicians to weaken shared governance at public universities; and campaigns to reshape K-16 curricula by characterizing certain teaching topics and scholarship as anti-American and corruptive to susceptible minds (e.g., Critical Race Theory; gender and sexuality studies; U.S. enslavement; climate change; social stratification). Moreover, the volume argued the 2017 Charlottesville March was not a distinct manifestation of White anger or an unimaginable event in post-Great Society America, but rather an event foreshadowed by Higher Learning. In that regard, the volume aimed to show readers why the 2017 Charlottesville March was tragically familiar and predictable to observant Americans in the Age of Trump. Finally, this volume provided clarity about why the country’s college campuses are sites of passionate epistemological conflicts, especially over the making and meaning of equity and inclusion in America.
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Backmatter
- Title
- From Higher Learning to Charlottesville
- Editors
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Tyson D. King-Meadows
Shahara’Tova V. Dente
- Copyright Year
- 2026
- Publisher
- Springer Nature Switzerland
- Electronic ISBN
- 978-3-031-61827-7
- Print ISBN
- 978-3-031-61826-0
- DOI
- https://doi.org/10.1007/978-3-031-61827-7
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