Constance Baker

Jane Addams is recognized as a social and political pioneer for women in America. In her biography, which later revealed her experiences in Hull House, she demonstrates her altruistic personality, which nurtured the poor and pushed for social reforms. Although many of Addams ideas were considered radical for her time, she provided women with a socially acceptable way to participate in both political and social change. She defied the prototypical middle class women by integrating the line that separated private and political life. Within these walls of the settlement house, Addams redefined the idea of ?separate spheres,? and with relentless determination, she

By starting the tenement houses in Chicago through the Hull Houses, Jane Addams and Ellen Starr had already begun their journey into the public sphere. Through opening the tenement houses and allowing people to see them and come live in them helped the two women make a name for themselves, with the more well-known woman of the pair being recognized for much more, was Jane Addams herself. Addams saw rights and freedom for women as a “perfectly possible” thing to attain, as she was optimistic and very assertive on her way to work for women’s equality and rights. The optimism that Jane Addams had was not without a price to pay on her part, as there were many negatives that had to be dealt with along the way like setbacks in acting, legislation, supporters, etc.7

African American women have long been stereotyped, discriminated against and generalized in this country. They have had to face both being black in America while also being a woman in America. African American women encountered and still do encounter double discrimination of both sex and race (Cuthbert, 117). Women like Elise Johnson McDougald, Marion Vera Cuthbert and Alice Dunbar-Nelson all tried to shed light on what it was like to be an African American woman living in the 20th century yet literature often portrayed them as emotional, hypersexual, unintelligent and of lesser worth. The literature highlighted that African American women have to serve both their employer and their husbands and families. They are not supposed to have an opinion or stand up for themselves, especially to a white man. ***Concluding sentence?

While living in a first-floor apartment on the South Side of Chicago, Bray was one of most African American children to be raised on welfare. Through much darkness in Bray’s adolescence, her mother was perceived as a symbol of light. Her mother’s nurturing nature, spiritual hymns and voice of reason was a sense of security for Bray. As a family trying to make ends meet, Bray was surrounded by fear and uncertainty. Even the difference of losing a nickel could consume her with “the feeling of terror” as “it was not just the fear of getting a beating for losing the money. It was the anticipation of my mother’s disappointment…” (pg.14). Even desperation consumed a bright girl like Bray to sneak money from carelessly left wallets around school. As a young girl, Bray’s parents wanted to fight back the poverty and ignorant lifestyle that followed them. Bray’s early passion for reading along with her parents strict rules gave her the endurance to succeed. With the acceptance of a scholarship from Yale University, Bray was in the top percent of blacks to have been given this opportunity. The expectation of a family on welfare usually prohibited this sort of positive fortune she received. Yet, Bray demonstrated her achievement of contributing to a cultural understanding to all generations on welfare, that being raised on very little served as no reason to be misheard or misrepresented as a

Bridget “Biddy” Mason was born a slave in Mississippi in 1818; she achieved success that enabled her to support her extended family for many generations despite the fact that she was illiterate. In a landmark case she sued her master for her freedom, saved her earnings, invested in real estate, she became a well known philanthropist, in Los Angeles. After becoming a free Mason worked in Los Angeles as a nurse and midwife, one of her employers was the noted John Strother Griffin, saving carefully, she was one of the first African Americans to purchase land in the city, as a businesswoman she amassed a small fortune of nearly $300,000, which she shared generously with charities. Biddy also fed and sheltered the poor, and visited prisoners. She was instrumental in founding a travel aid center and an elementary school for black children.

She includes illustrations and photos depicting various political cartoons, petitions, artifacts, and engravings between pages 80 and 81. In her preface she first introduces the limitation of having white, middle-class women reformers. Chapter one, The Roots of Reform, introduces us to how women, empowered by the church first start exploring various charitable forms of outreach, the effect of the Second Great Awakening, and the first leading women; such as Juliana Tappen and Maria Weston Chapman. Chapter two, Charity and the Relations of Class, explores the middle -and upper-class women's need to perform charity. (Again tying in religion) The poor merely existing as a way for the wealthy to earn their way into heaven. We see the invention of the poor house, and how to define who was the "worthy poor." We see the invention of the Asylum as well as early talks of abolitionism. Chapter three, "Drinks, Sex, Crime, and Insanity", introduces the first major movement of the antebellum era, temperance, and the role alcohol played in the antebellum life. We see the emergence of Susan B. Anthony. This is the chapter where we begin to see more radical action from women, and some earlier reformers step away because they are scared of how far the movements are going. These movements are beginning to keep the women out of the kitchen just a little too long. Women begin to have more say, and do more than just simply make speeches and hand out pamphlets. Chapter four, Antislavery, is where we see the biggest divides in the reform movement. Women were divided on issues such as colonization, ending slavery, or should they even be involved at all. Many women wanted to be abolitionists, but did not want to associate with black people. Chapter five: Women's Rights, explores the earliest movements in the women's right cause. We see the effects of the Seneca

During the latter 19th and early 20th centuries racism and racial segregation were considerable problems. Mob violence, including lynchings were responsible for the deaths of thousands of black men, women and children, often for crimes they had no part in or which were not even committed. Ida B. Wells-Barnett was born into slavery by James and Elizabeth Wells during the Civil War. She attended Rust College, which was partly founded by her father in Mississippi. After Wells’ parents died of yellow fever, she attained a teaching position at a local school by lying about her age. After some time teaching she moved to Memphis with two of her sisters, where she acquired another teaching position and continued her schooling at Fisk University. While her professional life was moderately successful, her personal life was dismal, however, “it is the very qualities that problematize her personal relationships… that will impel her to undertake… a courageous crusade against lynching” (DeCosta-Willis). Being a freed black woman in the south, Wells had firsthand knowledge of the segregation and racial tension of the time. This knowledge and her experiences gave her insights about the South that were crucial in her successful crusade against lynching and segregation.

Mama’s harsh upbringing frames her perspective on the world. During Mama’s childhood, she faces a harsh world chock full of microaggressions and racial prejudice alike. Despite all of the factors working negatively in Mama’s favor, she successfully clambered out of her original pit of societal oppression, and instead took residence in a society a tier above that of her upbringing. The cornerstone of Mama’s dream is the concept of a home with a garden, wherein family can grow up and prosper: “Well, I always wanted me a garden like I used to see sometimes at the back of the houses down home. This plant is close as I ever got to having one” (Hansberry, 53). Although this dream might seem meager through a contemporary looking-glass, black people were systematically denied homes prior to and including the mid-nineteenth century, therefore Mama’s dream demonstrates her direct wish to live a life

As hardworking women living of the prairie, Mrs. Hale and Mrs. Peters can relate to Mrs. Wright’s situation. They know personally that long days of doing laundry, cooking, and cleaning can become very tiresome (Hedges 91). They realize that living on the prairie can force a woman to be confined to her own house for weeks at a time, and because Mrs. Wright never had children, the grueling loneliness that she suffered must have been excruciating. Mrs. Hale and Mrs. Peters both experience the constant patronization and sexual discrimination that most women in the early twentieth century lived with. They empathize with the difficulties of Mrs. Wright’s life and almost immediately a bond is formed with a woman they do not even know.

In the novel, The Street by Ann Petry the main character Lutie Johnson, a black woman is a single mother raising her son Bub in 1944 Harlem. Lutie, separated from her husband Jim faces many challenges including poverty, sexism, and racism. Children, like her son Bub, living in poverty in the 1940’s cared for themselves while single mothers like Lutie were working; the same is still true today. Lutie was trying to earn a living in order to get Bub and herself out of Harlem, and into a neighborhood where Bub would have a better living conditions including school. Bub was afraid to be alone in their apartment so he spent a great deal of time on the street around external influences that were not the ideal. The street educated Bub instead of the school system. In Harlem, in 1944, poor, black children advanced though the school system whether they were able to read and write or not, the same is true for impoverished children today. In Bub’s neighborhood, his schoolteacher was a white woman who was prejudice against Bub and his classmates based on their skin color and their economic situation. Children like Bub, living in impoverished communities, do not have access to good education and miss the opportunity that education brings due to racism and poverty.

Gloria Richardson was a civil rights activist and also the leader of the Cambridge Movement in Maryland. She was born May 6th, 1922, in Baltimore, Maryland to John and Mabel Hayes. Her family would later relocate to Cambridge, Maryland, as the Great Depression hit, and this is where her future would begin. Gloria grew up in a somewhat sheltered household, with her grandfather being quite wealthy. Her family owned a highly successful hardware store, and also help a couple positions on the City Council board. Richardson’s family was also quite involved in the world of politics. One of her uncles was a lawyer and her grandfather was one of her family members to serve on the Cambridge City Council from 1912 to 1946 Gloria Richardson graduated with a degree in sociology at Howard University at the age of 16. With the knowledge of the development, structure, and functioning of human society, it would later help her when it came to activism within her community. Even when she was

Her work experience and historical knowledge is clear, and her historical facts and figures can be checked using the many primary and secondary sources she sites in her bibliography. However, she does tend to focus on minute details of the lives of the women she discusses that are of lesser importance than their achievement or political lives, such as the explanation of Felton’s husband’s career and political viewpoints. However, her narrative gives insight into the differing values of white and black women at the time and what was seen to be acceptable for a woman, and a woman of color, to say and do, as well as the consequences they faced for defying racism, male-dominance and widespread

With no education, Madam Walker built a prosperous enterprise and shattered early 20th century norms. She is an accomplished woman and has become a symbol of female empowerment in my life. Her business, philanthropy, and rise to success are inspirational. I was lucky to cross her path. Madam Walker become a figurehead during a difficult moment in my life and academic career. I felt discouraged by financial and academic obstacles that were presented in front of me. Anxiety crippled me, but Madam Walker straightened me out. Learning about this powerful woman and her stellar work ethic revived me in a

This is where her paternalism leadership style is demonstrated and her intentions of someday establishing a not-for-profit organization to help the low-income communities. Struggles have also shaped her to become transformational; not only for herself but for those who surround her so that they can continue to stay self-motivated and have a vision for themselves or anything they may set their mind

My grandmother’s home and family life is one that she is very proud of as she was raised in a loving home and continued that nurturing motherhood role as she had a family of her own. Violet met her husband Harold through friends in their surrounding area, and dated only him until the time they got married. Without social media and the easy access to vehicles and transportation, majority of the people who married in her generation already met their spouses at a young age due to proximity and school grades sharing the same classroom. She married Harold Mann at the age of sixteen in the town Cana and together they began their life together. They had six children, three boys and three girls all of whom worked on the family farm and helped doing the household chores. The job tasks in my grandmother’s home were very similar to the one’s she experienced growing up as a child; the girls did the inside chores with my grandmother while the boys helped out with the farming and machining responsibilities with my grandfather. Although the work tasks were different for the boys and girls, the expectations remained the same for all; they were to complete their chores with no complaining and appreciate everything their parents provided for them. All of her children attended elementary and high school, with two of her six children accomplishing graduation. The rest of her children attended to the needs of the farm and carried out those responsibilities as opposed to finishing school.