Film Analysis: Racial Issues In Higher Education

Racism in Higher Education

Madeline Levy Cruz

HE525 Student Issues in Higher Learning
Dr. Tanya Saddler

The film Higher Learning (1995) depicts many of the issues that the modern day student faces in higher education. From lack of customer service from administrative entities to sexual identity confusion, a college student must meet many challenges and obstacles in and out of the classroom to successfully navigate through these formative years. In this analysis we will look at one specific issue in higher education, the issue of racism. Further, we will look at a racial identity development models to determine what the needs of students are and in what ways the institution, through its faculty and administration, can meet those needs.
This famous Fredrick Douglass quote is the epitome of racial identity development theory. Malik, the African American student in the film, is faced with several issues as he enters higher education. In the opening scenes we see him walking through a sea of predominantly white students, as he enters the elevator to get to his dormitory, a white female student in the elevator holds her purse closer to her body, a tell-tale sign of micro-aggression. Further, he is singled out for non-payment of his tuition during class, and must maintain his sports scholarship and his grades to get the ‘higher education’ that will allow him to be successful. Each of these incidences are issues that many racial and ethnic minorities must deal with in higher education, add to these the vectors described by Chickering, such as competence, managing emotions and autonomy, (Evans, 1998) and our student is faced with what can appear to be an insurmountable task, one that may lead him to believe that higher education is not worth the
The institution can develop a diversity office that would include members from staff, faculty and the student body in developing diversity programming, promoting cultural and racial sensitivity and respect. Additionally, this office would work with administration to make sure that micro-aggressions, such as security asking minority students for their identification badges around campus as in the example in Evans et.al, would be considered part of a zero tolerance culture within the institution. Minority students would see that this effort is important not just in writing but as a tangible and visible part of the culture of the institution. A student moving through the stages of Phinney’s Model might find it easier to achieve identity, in a culture that acknowledges racism and works toward unity as part of their core values. Further, curricular opportunities should be made available for students to explore their racial heritage. Courses on alternative history, or the social impact of racial/ethnic minorities would have a great impact on aiding a student to move from the Moratorium stage to the Identity Achievement Stage. Being able to explore their ethnic or racial background from an academic perspective, could allow students get through this stage faster and without the high emotional intensity