Running head: HIGHER LEARNING

Higher Learning: Connecting Cross and Helms Racial Developmental Theory

Tempris E. Daniels
Loyola University Chicago

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Abstract

In this paper, a synopsis and critical review is given on Higher Learning, a 1995 movie
that takes place on Columbus Colleges campus in Los Angeles, California. Using media, the
author will discuss Helms White Identity Development and Cross Nigrescence Theory detailing
the definitions of the different sectors/statuses while offering a critique of the theory. A
description of the films main three characters personal development is discussed and using
Helm and Cross theories, the author displays how the characters in the movie go through their
own racial identity development. The theory aids the author to make informative
recommendations to student affair professionals at practice in student life and engagement.
Lastly, the author uses her own lens to explain how the movie has shaped her review of the
theories at practice.

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Synopsis of Film

Higher Learning is a drama film based on three first-year college students named Malik
Williams (played by Omar Epps) a African American track star, Kristen Connor (played by
Kristy Swanson) a Caucasian California nave, and Remy (played by Michael Rapaport) a
Caucasian male looking to fit in. Malik and Kristen encounter each other in the opening scene
where Kristen holds her purse tighter while in the elevator with Malik. Kristen then meets her
roommate Monet (Regina King) and their friendship starts to blossom throughout the movie.
Early on Monet and Kristen confine in Fudge (Ice Cube), a senior on campus where he confronts
a fraternity man for using inappropriate racial language towards Monet (Singleton, 1995, 33:52).
Meanwhile, Kristen develops a friendship with Taryn (Jennifer Connelly) and confines in her
about her sexual assault involving the same fraternity man (Singleton, 1995, 48:10).
Furthermore, Remy has early roommate challenges with Fudge and decides to move out.
Although Remy has a hard time fitting in, he meets Scott (Cole Hauser) and his circle of friends
where he learns they all are part of the White supremacy group on campus. During this time,
Malik finds himself struggling with grades and running Track & Field but looks to Deja (Tyra
Banks) and Professor Phipps (Lawrence Fishburne) for guidance and support.
As the movie continues, Kristens relationships heat up as she develops feelings for both
Wayne (Jason Wells) and Taryn. Additionally, tension rises between Remy and Malik where
fights break out leading to Remy pulling a gun out on Malik (Singleton, 1995, 85:29). Due to
the violence on campus, Kristen decides to hold a Peace Fest but during the fest, Remy and his
friends make the effort to make the day a horrific memory. Remy open fires during the fest
killing two students and takes his life (Singleton, 1995, 114:37). The film closes with the
campus in distraught where Malik and Kristen officially meet each other for the first time and

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speak about their emotional state due to the shooting (Singleton, 1995, 122:26). As it is shown
above, the main characters in this film develop their racial identity by moving through multiple
stages during the movie, which are discussed later.
Student Development: Using Media to Demonstrate Racial Identity Development
The Higher Learning film is an excellent example to show how racial identity develops
for students throughout their time in college. In addition, the movie displays that although there
are steps/sectors that are applied to students during their development, it is important to note that
students go through developmental theories at different paces making their growth a continued
process. Using Cross and Helm, each students development is shown but first it is important to
lie out each theory from a critical perspective detailing definitions and limitations.
Racial Identity Development: Cross
In 1971, William E. Cross published his original essay on his theory after working with
Williams Hall to test the study of Nigrescence (as cited in Ponterotto, Suzuki, Alexander, &
Casas, 2001). The first stage of the theory, pre-encounter, is defined as individuals not
understanding the importance of race and want to be seen as human beings. Often the individual
has this notion from media, politics, and culture that White is good and Black is a bad, causing
individual to devalue or deny their Black identity (Evans et al., 2008). The second stage is
encounter, which is a time where individuals face multiple confronts that change their
perspective of their current identity and worldview. There are two different steps in this sector.
First, one has to have the encountered experience and second, one has to have feelings (positive
or negative) that occur from the encounters allowing them to view the world in another lens
(Evans et al., 2008). In addition it is noted from the film, that many students embrace their
identities after their encounter and form alliances to help protect each other and ensure that no

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one feels alone during a time of oppression. Stage three, immersion-emersion, is seen when
individuals remove old identity characteristics in the effort to change. In the first part of this
stage one makes the effort to immerse into Blackness, withdrawing from other races especially
Whites. In the second part, the individual gains a greater control over their emotions and
attitudes where they start to think critically while looking at their identity (Evans et al., 2008).
The internationalization stage involves an individuals determination to blend their old
and new Black identities, have less hostile feelings, and culture now takes on a greater attention
in their lives. Students often reestablish friendships that diminished due to conflict or
withdrawal (Evans et al., 2008). From a critical perspective, although one transitions to sector
five, it does not propose that a beginning sector may resurface. Triggers and encounters still
cause individuals to have an emotional response to negative actions displayed towards them.
The last stage (6), internationalization-commitment, is where the new identity that the student
has allows for meaningful activities and conversations surrounding concerns about their racial
identity, showing their full commitment. Additionally, individuals are no longer concerned with
their personal feelings but the spirits of their entire group (Evans et al., 2008).
Racial Identity Development: Helm
Janet Helms established the second theory where she developed the psychotherapy
process between Blacks and Whites (Helms, 1999). This theory included six statuses, where the
first is contact. During this status, one is oblivious of their own benefits and privileges as it
relates to their racial identity as well as lacks awareness of cultural and institutional racism.
Additionally, one may fear people of color based on preconceived stereotypes yet have a positive
self-esteem of themselves and assume all identities are treated equal (Helms, 1999). The second
status, disintegration is when one has feelings of guilt and discomfort as it relates to anger and

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shame associated with their advantages and privileges. There is often an avoidance of people of
color and/or conversations centered on race due to the fact individuals have a hard time
identifying with cultures other than their own (Helms, 1999). Reintegration, the third status,
details an individual becoming part of a belief system where racism is accepted and one may
show either passive or active behavior towards others. It is important to note that one may never
move past this status (Helm, 1999). Thinking critically, this status can easily be associated with
the breaking point for a student during their development. In relation to the movie, it appears a
student really flourishes with their racial identity during their transition to status four where as if
a student does not transition, they may always have a close-minded view of racial identities.
Furthermore, Higher Learning shows validity to this observation due to Kristens development
versus Remy, where Remys development is not what anyone hopes for as an end result.
Stage four, pseudo-independence, is when an individual seeks knowledge concerning
different cultures as well as self-reflection causing one to question their own identity. One views
White privilege as a significant aspect yet implicitly behaves in ways that attribute to White
privilege (Helm, 1999). Immersion/emersion is the fifth stage, which is defined as replacing
racial stereotypes with actual facts and information as well as one search for a better
understanding of their Whiteness and the ways they benefit from it (Helms, 1999). The last
stage, autonomy, is when the effort is made to confront racism and oppression as well as creating
of an alliance with people of color. This process is ongoing and an individual gain knowledge
about other cultures and strives for equal treatment (Helms, 1999). Helm assumes that White
students lack understanding of their identity and how it relates to their society. This however is
not true because much like Remy, some students are looking to fit in and race is not a factor.

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Furthermore, there is the capacity to move backwards in your development, if treated unjust by a
student of color, yet this factor seems to be lost in the theory at practice.
Media Characters Personal Developmental
As discussed previously, Malik, Kristen, and Remy personally development throughout
the film. Before showing their development as it relates to Helm or Cross, their general
development is laid out below. Malik Williams finds himself not only struggling with academics
and track but also finds that race-related tensions still exist at Columbus University. Malik
encounters struggles with Professor Phillips where he realizes that he is going to have to earn his
grades although he feels they should be given because of his effort. In addition, he struggles
with his track coach who puts him on partial scholarship until he proves that he deserves a full
scholarship (Singleton, 1999, 21:02). As the movie continues, Malik develops security with
being a Black male and continues to stand up for himself during the multiple physical
altercations with Remy (Singleton, 1999, 80:30). Although Malik tries hard not to fight back and
is pressured by girlfriend Deja to stay calm, he finds himself at Remys door saying:
Remy is it? Man, I gotta admit you've been really polite by staying out of my way. But
you ain't been honest. See I figure, it's not what a person says it's what they think. So in
my mind, you've been walking around here calling me a nigger in you head. Am I right
(Singleton, 1999, 81:27)?
This physical altercation triggers Malik to move out of his residence with Wayne and into
Fudges apartment where he is safer with his own racial group. Malik enters the internalization
sector when he attends the Peace Fest on-campus with Deja. During the fest, Deja is gunshot
and due to rage Malik confronts Remy (Singleton, 1999, 106:38-112:52). The encounter ends
with Malik witnessing Remys suicide and is consoled by Professor Phipps (Singleton, 1999,

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114:37-115:35). Malik ends his journey feeling the need to clear his head but shows promise that
he is transitioning into the internalization sector once again. Malik shows maturity when he
consoles Kristen at the end of the movie yet he still struggles with coping with the multiple
encounters he faced. Nonetheless he learns that his power is in his voice, knowledge, and
actions a goal Professor Phipps had for Malik.
Remy, the next character starts the film looking to get along with anyone but is shut down
by everyone including his roommate Fudge when he is not treated with respect. Even after
switching residence, he tries to interact with Malik but is turned down (Singleton, 1999, 28:34).
Remy then tries to get along with the fraternity men on-campus but is neglected. Scott becomes
the first person to befriend Remy and brings him to the White supremacy group on campus.
Remy finds himself a home with these gentlemen and disintegrates from any person of color
(Singleton, 1999, 28:34). Remy then decides not to associate with any students outside of his
small group and becomes distressed where he acts out on multiple occasions using racial slurs
such as coon (Singleton, 1999, 80:30) or calls his roommate David a Jew (Singleton, 1999,
106:38). As Remy escalates, he has Malik at gunpoint, and yells:
Fuck all you damn Jews and Niggers! You stick together, don't you! You stick together
to work against ME, the Pure White Christian Man! Don't you know he controls you,
nigger? You're nothing without him. You're NOTHING! You're NOTHING! You're a
SLAVE! I'll fucking take off my fucking belt, man, and I'll make you my fucking
MONKEY (Singleton, 1999, 85:27)!
Remy becomes more violent and is provoked to kill a Black student on campus by Scott. Remy
worsens and after shooting two students, he takes his own life. Remy shows a decrease of
development and it is apparent that Remy needed guidance, support, and distancing from his

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associated group. Remys developmental characteristics shifted from stable to unstable,

submissive and quiet to submissive and aggressive. He showed a decrease in maturity and lack
of willingness to converse through his problems.
Kristen, the last student, developed very much in line with Helms racial development. In
the early stages of development, Kristen is very closed off to interacting with students of
different racial groups and seems to be oblivious of her privileges. After Kristen has an
unwanted sexual experience with a fraternity member, she finds that Monet stands up for her
while her initial friends Nicole and Claudia stand in the background (Singleton, 1999, 38:24).
Kristen then befriends Taryn, a junior activist who is unsettled by the sexual assaults on campus
and Kristen decides to speak out about her experience. In addition Kristen finds herself
exploring her sexual identity when she romantically interacts with Wayne and Taryn, which
implicitly helped her develop her racial identity further by exploring general differences that do
not relate to race.
Kristens largest development is shown when she speaks out towards building peace and
awareness in regards to the racial tension on campus. Although she finds that racial identities
should not matter, Monet warns Kristen that although they get along, everyone else may not
(Singleton, 1999, 93:12). Kristen continues to raise awareness by hosting a Peace Fest to
celebrate diversity. In her message, she articulates that as an institution they must bring
together everyone on campus despite differences (Singleton, 1999, 103:48). Kristens initial
efforts are compromised when Remy opens fire on campus leaving Kristen to feel that she has
done more harm than good. Malik consoles Kristen where he conveys to her that her efforts
were not lost. Kristen developed into a person who cared about all and explored differences

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whether than shying away from them and as we examine her development along with Remy and
Malik, it is important to connect their actions as they relate to the theories.
Media Characters Connection to Racial Identity Development
The Higher Learning movie is a great tool to help guide one through Helm and Cross
Racial Identity Development. Malik went through Cross Nigrescence Theory starting at stage
two, encounter. It is important to note that Malik could have experienced the pre-encounter stage
(1), although it is not depicted in the film. In the beginning, he is faced with discriminatory
actions when Kristen holds her purse closer while near Malik. Although Malik could have let
this encounter affect him, he bypasses it although his perspective changes from the incident.
Malik seems to settle in this encounter stage during the many confronts he has including one
with campus safety when he speaks out against Remy. Although Remy gun points Malik,
campus safety is more concerning with seeing his school ID (Singleton, 1999, 87:19). Malik
lingers in sector two because he struggles to gain control over his emotions and attitudes towards
those around him.
Even with conflict, Malik makes the temporary transition to immersion/emersion by
shying away from other racial groups and learning to manage his emotions by conversing with
Fudge and Professor Phipps where both convey the message that knowledge is power (Singleton,
1999, 91:49). It is in the internalization sector that Malik attends the Peace Fest and becomes
very confident with his identity. Furthermore, the film does not depict the concluding
relationship with Malik and his former roommate Wayne but it appears that they maintained their
friendship. The last sector of development is not shown through Maliks character. I find that
due to the reoccurring violent actions on campus, Malik returns to the encounter sector when he
confronts Remy during the Peace Fest. Although I find that Malik did not enter the

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internalization-commitment stage, the future of his development seemed promising when he

realized that Remys actions do not represent the entire White community. Kristen and Malik
have a promising interaction at the end of the film, which displayed actions towards transitioning
into the internalization sector once more. Maliks pattern as it relates to the theory displays that
these stages are not cookie-cutter and are not easy to go through. Although one may strive to
have a smooth transition, obstacles occur causing one to gain a different perspective on life. This
condition illustrates that with help from peers and professors, one can develop into the best
version of themself.
Remy and Kristen go through Helms White Identity Development where they are both
set-up with different challenges as it relates to their willingness to become aware of difference.
The first time the film engages with Remy, he seems to be in the immersion/emersion status (4)
where he is not concerned with racial myths as it relates to a persons character. Instead Remy
seems to embrace difference by trying to speak to his roommate before he is shut down. Remys
negative interactions cause him to move into the contact status (1) yet he has this negative selfesteem image and looks to treats other inferior to build up his confidence. Remy enters the
disintegration status by avoiding all people of color as he develops explicit anger towards all.
Although this status looks to express guilt and helplessness, Remy displays resentment towards
people of color and values White supremacy. Remy transitions into reintegration by befriending
Scott and others who fully commit to a belief system where racism exists. In my humble
opinion, I believe Remy bought into this system because he felt accepted and important by the
members in the group. Remy yearned to be accepted and shaped his ideals around the people
who accepted him. Remy is an ideal example of someone who becomes stuck in this
reintegration status and is unable to value diversity.

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Although Remy does not move past status three, with the effort of others around him, he
could have received interventions that made the effort to help him seek and understand his own
privileges as it relates to his identity and how he interacts with others. With self-reflection Remy
could have gained knowledge surrounding Black culture. Additional efforts could have placed
Remy in status five where he looks to build friendships based on information instead of racial
myths while having a grounded foundation to build these interactions. Remy lacked
apprehension of self and in return learned very little about others. Remy would have had the
opportunity to transition into autonomy where the effort could be made to confront racism.
Unlike Remy, Kristen transitions through all six statuses of development. In the opening
scene, Kristen is oblivious to how her own privileges and appears to have a positive self-esteem
of her identity as she looks to gain meaningful friendships. In the effort to do so, Kristen
interacts from little with Monet and dyes her hair lighter to fit in. She disintegrating by avoiding
people of color yet there is a limited amount of examples of her recognizing her own privileges.
Even so, Kristen enters the reintegration status by befriending Taryn yet her integration does not
include accepting racism or behaving in a passive or active manner. Kristen seems to not exhibit
this behavior towards her roommate because Monet protected her after the sexual assault
showing a sense of loyalty. Kristen was able to maintain her old relationships while building
new ones.
Kristen entered stage four by taking the time to have meaningful conversations with her
roommate. Although I never felt Kristen questioned her Whiteness, she questioned the efforts
the institution made in bringing students together instead of allowing them to fight and stay
separated. Furthermore, her relationship with Monet really empowered Kristen to understand
that the color of ones skin does not determine their value of life. By replacing myths, Kristen

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entered the immersion/emersion status and with Wayne they became implicit activist towards
equal treatment of everyone (Helms, 1999). Autonomy was shown when Kristen put together the
Peace Fest on campus bringing different racial, ethic, religious, and sexual orientation groups
together to embrace each other. Kristen made the point to show that oppression must end and
although the end result was not what Kristen envisioned, she continued to make the effort to have
change occur. Kristen gained a greater understanding of her own identity and the ways she can
build an alliance with others. She looked past stereotypes and made meaningful relationships
with all students on campus.
Implications for Student Affairs Professionals in Student Life and Engagement
A prevalent theme in the movie is racial identity development as it relates to Kristen,
Remy, and Malik. Although the students go through their own journey, all have a similar theme
of wanting to be accepted by their community. In student activities, students look to be accepted
by their community and flourish in their organizations. As an advisor of student organizations
and activities, it is our duty to provide useable tools in order for our students to achieve success
in their organizations. Furthermore, many times student activities work very close with
orientation to enhance the student experience. As one thinks of ways to aid students through
their development, getting students involved on campus is a major attribute to help students learn
about one another. Specifically, during orientation having a speaker talk about community and
racial myths is a great way to bring in an outside source conveying the message you are looking
for your students to gain. Branding the word diversity and inclusion in a institutions mission
statement early on plants a seed in a students mind to become open to learning about others,
creating a vulnerable environment where students have the chance to convey their concerns. For

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example, I find this to be a great space for Malik to hear others perspectives as well as give his
perspective on why he hesitates to build meaningful relationships with White students.
Furthermore, as an advisor, it is important to bring your students together so that they
have the chance to engage in dialogue. Specifically, as an advisor to these student organizations,
bringing in these potential leaders on campus to engage in dialogue is a excellent way for them
to gain a better insight of other students on campus. Even in instances where Remy became part
of a controversial organization on campus, having this time for reflection where students
challenge each other by asking tough questions and engaging in dialogue can be an enriching
experience. This dialogue could have assisted in the effort to provide guidance for Remy where
he learned more about his own identity.
My Personal Lens and Conclusion
As I reflect on how my functional area as it relates to racial identity development, I find
that my racial and gender lens shape the way I viewed the movie. Specifically as I looked to
identify theories in the film, I found that Cross identity was the first identity I noticed, which is
also my salient identity. Although I saw gender identity develop in the film, because I see myself
as a Black woman and not a woman who is Black, I focused on the students transitions through
the different racial sectors and status and related their experiences to my own.
Furthermore the first time I viewed the film, racism was clearly displayed towards Malik.
It was not until I watched the film again, is when I experienced discomfort in seeing how Remy
was being disrespected by the Black students on campus, causing him to act in a violent manner.
My racial identity triggered my initial discomfort because I was able to empathize with Maliks
character. In relation to the theories proposed, Helm and Cross theories were displayed in a
practical and relational way as it relates to how students development. Each student had their

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challenges and struggles but I found it difficult to connect to Remy because of the acts of
violence Remy committed during the movie as well as the language he used. Even as a
professional, his words and actions were difficult to excuse even though it was clear he needed
guidance. As I think about the film Higher Learning, I find peace in knowing while racism is
still present in our communities, there are efforts to create a socially just world.

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References

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Racial and ethnic identity development
models (pp. 73-76). Student development in college: Theory, research, and practice. San
Francisco, CA: Jossey-Bass.
Helms, J. E., & Cook, D. A. (1999). Using race and culture in counseling and psychotherapy:
Theory and process. Needham Heights, MA: Allyn & Bacon.
Ponterotto, J. G., Suzuki, L. A., Alexander, C. M., & Casas, J. M. (2001). Encountering
nigrescence. Handbook of Multicultural Counseling. 2nd ed. (pp. 30-44). Thousand Oaks,
Calif.: Sage Publications.
Singleton, J. (Producer). & Singleton, J. (Director). (1995). Higher learning [Motion picture].
United States: Columbia Pictures.