FILM REVIEW: DANGEROUS MINDS

Name: Azuela, Mark Angelo M.

Section: BSA 1-3

SYNOPSIS
Dangerous Minds (1995), directed by John N. Smith, is a drama film based on
Louanne Johnson’s autobiography My Posse Don’t Do Homework. Set in a tough inner-city
high school in late 1980s California, the film follows ex-Marine Louanne Johnson as she
takes on the challenge of teaching a class of underprivileged African-American and Latino
teenagers from East Palo Alto. Initially met with disrespect and hostility, being called "white
bread" on her first day, Louanne refuses to give up and instead adopts unconventional
teaching methods, such as using Bob Dylan lyrics, to engage her students. As she earns their
trust, the narrative explores deep social themes like poverty, racism, and institutional neglect,
positioning the system itself as the primary antagonist. Characters like Emilio Ramirez, a
troubled but promising student, and Callie Roberts, a bright girl facing personal dilemmas,
reflect the stakes Louanne faces if she fails. A pivotal climax occurs with Emilio’s tragic
situation, pushing Louanne to the brink of resignation until her students plead with her to
stay, confirming her impact as their “light”. The film's tone is gritty and emotional,
emphasizing the transformative power of empathy, resilience, and education. Dangerous
Minds ultimately delivers a hopeful message about the capacity for personal connection to
inspire change within even the most broken systems.

CHARACTERIZATION OF THE MAIN CHARACTERS

Louanne Johnson
Louanne Johnson is the main character of the film, a former Marine who becomes an English
teacher at a school in a poor neighborhood. At first, her students are rude and do not trust her
because of their difficult lives. Wanting to help them, she tries creative ways to teach, like
using poetry and a reward system to encourage them to actively participate in the class
learning sessions. As time goes on, the students begin to trust her and see that she truly cares
about their future. Louanne’s story shows how kindness and not giving up can help overcome
the challenges in the school system.

Mr. Grandey
Mr. Grandey is the school principal and represents the traditional authority figure within the
education system. He is more concerned with rules, structure, and appearances than the
individual needs of students. During the film, he often ignores or speaks against Louanne’s
creative and compassionate way of teaching. His character shows how the school system
sometimes stops teachers like Louanne from helping students in a better way. It also shows
that his ignorance partly leads to the tragic outcome of Emilio’s story. Overall, he represents
the bigger problems in schools that make real change difficult.
Raul​
Raul is one of LouAnne’s students, who at first is tough and unsure about her intentions.
Coming from a difficult home life, he is defensive and distrustful of authority. However,
Louanne’s consistent encouragement and belief in him allow him to open up and grow
emotionally and academically. Raul’s development shows how positive mentorship can
redirect a young person’s path. He represents the possibility of transformation when students
are treated with respect and understanding.

Caliee
Callie is a bright, thoughtful student who faces the personal challenge of teenage pregnancy.
She is academically capable but unsure whether she can continue her education while
preparing to become a mother. Louanne supports her and encourages her to prioritize her
potential and finish school. Callie’s character demonstrates the real-life decisions young
women must make when facing adult responsibilities too early. Her story emphasizes the
importance of guidance and emotional support in helping students navigate life-changing
situations.

Emilio
Emilio is a central student character known for his tough exterior and troubled background.
Despite his rebellious nature, Louanne sees great potential in him and tries to protect and
mentor him. He begins to show signs of change and trust but becomes a victim of the
violence and neglect that runs in the environment they live in. Emilio’s tragic end is one of
the film’s most emotional turning points, deeply affecting Louanne and his classmates. His
character represents the harsh consequences of a broken system and the urgency of reaching
at-risk youth before it’s too late.

CROSS CULTURAL COMMUNICATION IN THE FILM

Based on the video lecture on Cross Cultural Communication, reflect or explain some of the
highlights of the film. Give three highlights with reflection.

In the film Dangerous Minds, several scenes highlight the importance of

cross-cultural communication where understanding and respecting cultural differences is key
to creating connection and building trust. One powerful moment was when Louanne Johnson
visited Raul’s home and respectfully spoke with his parents. Rather than being forceful or
judgmental, she approached them with kindness and sincerity. This moment showed how
important it is for teachers to understand their students’ family lives and cultural
backgrounds. I found this touching because it reminded me that when educators take time to
know where we come from, we are more likely to feel valued and supported. It also showed
that compassion can uplift others because after that conversation, Raul not only began to trust
Louanne but also started to believe in himself. The scene beautifully captured how empathy
and respect can break down walls between people and inspire growth from within.
 Another striking scene was when Louanne tried to speak with the parents of one of
her students, only to be insulted and called a “white bread bitch.” The mother criticized
Louanne’s efforts, saying that literature won’t help her children survive in a world where they
need to work and pay bills. Her reaction wasn’t just rude, it reflected deeper issues of
inequality, limited opportunities, and a lack of faith in the education system. I realized how
the environment and upbringing shape our goals and beliefs. The mother wasn’t trying to be
cruel, she was simply surviving in a system that never gave her a chance to dream big. It
made me think about how hard it is to focus on school when your world is full of struggle and
survival comes first.

Finally, the moment when Emilio was turned away from the principal’s office for not
knocking showed a heartbreaking misunderstanding of cultural and emotional needs. Emilio
was trying to do the right thing by seeking help, but instead, he was rejected over something
as small as a rule. That decision, based on strict structure rather than compassion, ended in
tragedy. This scene showed me how important it is for adults in schools to listen first and
judge later. The principal’s reaction also made me think more deeply that maybe his behavior
wasn’t just cold or unkind, but something he learned growing up. Maybe society taught him
that being in charge means being strict and emotionless, especially as a man. That kind of
mindset, if never questioned, can grow into ignorance and cause harm to others, even without
meaning to. This reflection reminded me that sometimes adults carry their own emotional
baggage, and if left unchecked, it affects how they treat others, especially students who need
care the most.

What can you say about the film?

First, I love how the film captured reality. Although parts of it may be exaggerated, it
still brings to life the struggles that many students from underprivileged backgrounds face. It
effectively shows us the challenges and underlying reasons behind the students' misbehavior,
making it clear that their actions stem from deeper social and personal issues.

Moreover, I appreciate how the film portrays the complex relationship between the
system, society, and the individuals within it. It highlights that when a flawed system,
especially in education, continues to operate, more people are left behind. Progress is
hindered when students are forced into a strict, one-size-fits-all approach, when in fact, true
growth cannot thrive in such an environment. It is through holistic learning and
compassionate teaching that real development takes place.

Likewise, I love how the film emphasizes that intelligence is not reserved for those
who live in comfort or have access to privilege and support. Instead, it shows that intelligence
exists in everyone; it’s not limited to academics and can flourish when nurtured with love,
empathy, and respect.

Additionally, I appreciate how the film still captures the reality that not everyone
supports idealism or believes in the phrase “you can be anything.” The scene where Louanne
is confronted by the mother of her students reflects this well. The mother’s words, harsh as
they were, revealed a mindset shaped by survival and hardship, not hope. It was a powerful
reminder that some people are so deeply shaped by systemic struggle that dreaming big feels
unrealistic. This contrast made the film more honest and thought-provoking, showing that
while one teacher can make a difference, true change needs to happen on a much larger scale.

In conclusion, Dangerous Minds is more than just a film about teaching, it is a

reflection of society, a critique of systemic failure, and a celebration of the power of
compassion in education. It reminds us that understanding, empathy, and human connection
are just as important as academic knowledge. As a student, it inspired me to look beyond
surface-level behavior and recognize the deeper struggles people face. Most importantly, it
leaves us with a powerful message: real change begins when we choose to see and believe in
each other, no matter the circumstances.