They Never Learn

Content Warning: This section of the guide contains discussion of sexual violence and harassment, graphic violence, substance use, emotional abuse, and gender discrimination.

Gather initial thoughts and broad opinions about the book.

1. What strikes you most about Fargo’s decision to structure the novel with alternating timelines between Carly and Scarlett before revealing they’re the same person? How does this technique compare to other psychological thrillers you’ve encountered like Daphne Du Maurier’s Rebecca or Donna Tartt’s The Secret History? Does learning that they’re the same character change how you interpret earlier scenes?

2. Did you find yourself sympathizing with Scarlett’s vigilante actions, or did they make you uncomfortable? What does your reaction reveal about your own views on justice and morality?

Encourage readers to connect the book’s themes and characters with their personal experiences.

1. Carly’s relationship with her emotionally abusive father shapes much of her worldview and reactions to authority figures. How do family dynamics influence the way you interpret power imbalances in professional or academic settings?

2. The novel depicts how institutions often fail survivors of sexual assault through dismissive responses and victim blaming. Have you observed similar patterns in real-life situations where people in authority positions prioritize reputation over accountability?

3. Allison’s coping mechanism after her assault involves trying to act as if nothing happened, which confuses and frustrates Carly. How do you think society’s expectations about how victims “should” behave affects both survivors and their support systems? What assumptions does our society make about “proper” responses to trauma?

4. If you were in Mina’s position, torn between upholding the law and protecting someone whose cause you understood, what factors would influence your decision? How do you weigh personal relationships against institutional obligations when they conflict?

5. Carly transforms from a shy, anxious freshman into the confident, calculating Scarlett through traumatic experiences. What experiences in your own life have fundamentally changed how you see yourself or interact with the world?

6. The novel explores how women are often labeled “unlikeable” when they express anger or refuse to accommodate toxic behavior. Have you noticed this double standard in how society responds to assertive women versus assertive men?

Examine the book’s relevance to societal issues, historical events, or cultural themes.

1. Set in the pre-#MeToo era, the novel depicts a campus culture where sexual harassment and assault often go unpunished. How does reading this story in our current cultural moment affect your understanding of the progress made since the #MeToo movement began?

2. The academic setting reveals how misogyny operates through seemingly small actions like “un-doctoring” female professors or asking them to take notes during meetings. What does this suggest about how discrimination functions in professional environments beyond academia?

3. Campus administrators in the novel prioritize protecting the institution’s reputation over supporting assault survivors. How does this fictional portrayal reflect real-world tensions between accountability and institutional self-preservation in universities, corporations, or other organizations?

Dive into the book’s structure, characters, themes, and symbolism.

1. What significance do you find in Fargo’s use of red imagery throughout the novel? How does this color motif enhance the themes of danger and violence while connecting to Gorman’s school colors?

2. The alternating chapter structure between Carly and Scarlett creates narrative tension before revealing they’re the same person. How does this technique affect your reading experience and understanding of the character’s psychological journey? What clues did you pick up along the way?

3. In what ways does pursuit operate as both a literal plot device and a thematic element throughout the story? How do the different types of pursuit—romantic, investigative, predatory—interconnect to build tension?

4. How does Fargo’s characterization of “unlikeable” female characters like Scarlett and Allison challenge traditional expectations of how women should behave in literature? What makes these characters compelling despite their flaws?

5. How does Fargo use alcohol as a motif to comment on victim blaming culture while also showing characters reclaiming agency? Consider both Allison’s assault scene and Scarlett’s murder of Kinnear.

6. The novel’s ending suggests that Mina becomes complicit in Scarlett’s vigilante activities rather than stopping them. What does this resolution suggest about the author’s stance on the moral questions raised throughout the story? Does the ending feel satisfying or troubling to you?

Encourage imaginative and creative connections to the book.

1. The novel ends with Scarlett and Mina in London, where Mina now helps prepare for future kills. Write a scene depicting their life together one year later, exploring how their partnership has evolved and what new challenges they might face.

2. What other materials would you pair with They Never Learn if you were designing a course syllabus that includes this novel as required reading? Consider texts, films, or other media that would facilitate meaningful discussions about campus sexual assault, vigilante justice, and “unlikeable” female characters.

3. If you could insert yourself into the story as a new character at Gorman University, what role would you play and how might your presence change the trajectory of key events? Would you be a fellow faculty member, a student, or perhaps someone in the administration?