Countee Cullen Heaven

The poem “Saturdays Child”, written by Countee Cullen, is about how a man was born on a Saturday, and he is comparing his life to a life belonging to a more “privileged” child. The more privileged child is considered White in this poem. During the early 1900’s, there was a lot of boycotting services in the Black community and rioting for equal rights. Along with boycotting and rioting, the Ku Klux Klan (KKK) revived itself in 1919, and there was only about 10% of the U.S. population that was Black. Saturday’s Child uses the author, a Black man, as the speaker, him being born, and his life after being born as the dramatic situation, and a distressed/ hardship tone, all to say that Black were less fortunate than the Whites in this time

    Angelou utilizes metaphors to prove to her readers that she is determined and willing to end the conflict of racial segregation in America. She describes the past slavery and the harsh terms that her ancestors used to go through, but now in the current situation of America, she can come, “out of the huts of history’s shame /I rise” (29-30). The audience is reminded of the fact that slavery is now in the past, and Angelou does this in order to rhetorically ask the audience ‘why America overcame slavery. ’ She describes herself emerging from a ‘hut of history’s shame’ as she is referring to the huts that slaves used to be kept in, as well as proving to be the generation that puts an end the shameful segregation in America, ‘I rise.’ The relation of rising from a slave hut into the world reveals the statement being made that Angelou will no longer accept the African American’s current treatment. She goes further on the topic of America’s history of slavery and

Often throughout the book she mentions that it is said that "you're paid what you're worth", saying that little pay results in you not being to good of a person. With that label they were looked down on and viewed kind of as untouchables. They had low pay, long hours, no overtime pay, and no benefits which leads to low socio-economic-status a job that no one wants to pursue. She stressed that poverty wasn’t a sustainable condition, it's a state of emergency. Citizens in the lower classes are left to fend for themselves and the ten, eight, or six dollar jobs are all that's there for them. What she would encourage them to do is to demand to be paid what they're worth because in the end they will be better off.

When all the men went into town, she started to spending time with characters whom she believes that are “weak”: “They left all the weak ones here”; They are Lennie, Candy and Crooks. by hanging out with them , she feels that she has power over them. When Crooks ordered her to get out of his room, she had threatened him and reminded him that he’s a negro and she is the wife of the boss’s son. The author wants us to know the position of white women in the society in that time generally.

All their dazzling opportunities, were theirs, not mine…. With other black boys the strife was not so fiercely sunny…. Why did God make me an outcast and a stranger in my own house? The shades of the prison-house closed round about us all: walls strait and stubborn to the whitest, but relentlessly narrow, tall, and unscalable to sons of night who must plod darkly on in resignation, or beat unavailing palms against the stone, or steadily, half hopelessly, watch the streak of blue above.

In the reading, Jones explores the relationship between class, race, and gender. She states that African Americans, in general, are oppressed, however, black women

As far as she describes, she just enjoyed living with grandparents and she says that the lure of life was everywhere and in everything, but no one in the crowded house had a regular job or social security number, and no one talked about class even if they were open about money. Hooks' personal memories tell me that poor people are afraid to talk about class because to be poor in the U.S. was to be an object of shame and ridicule, and because they were afraid to face the reality that makes them feel miserable, unpleasant, and unsecured. And the most importantly, most of them are not really conscious about how classism affects and exploits them. On the other hand, according to Hooks privileged (mostly white) people do not want to talk about class because they do not really want to change. Hooks says "Citizens in the middle who live comfortable lives, luxurious lives in relation to the rest of the world, often fear that challenging classism will be their downfall, that simply by expressing concern for the poor they will end up like them, lacking the necessities of life". We can see the widening gap between rich and poor and more and more class-segregated society in the U.S. today, but this appears rather favorable circumstance for the privileged people with class power. I came to realize that whites of all class backgrounds seek to keep underprivileged non-white people in subordination to maintain their own class status. Hooks interprets it "the victims

Class disparities serve to isolate the impoverished from the bourgeois, this alienation exists because of class but Davis seeks to create this division by race. For example Hugh is worn down and “blackened by his hard labor.

Mrs. Harrison believes that black people have to earn the white people’s respect, trust, freedoms and equality. Mrs. Harrison says to Bob, “You mustn’t think in terms of trying to get even with them, you must accept whatever they do for you and try to prove yourself worthy to be entrusted with more” (52). She states that if black people work hard enough, the white people will reward them. She also wants the black community to wait for the white people to “give” them something better, to accept what the white people “do for them.” She compares the idea of black and white people equality to communism. She tells Bob that he needs to make himself worthy of respect. “You know yourself, Bob, a lot of our people are just not worthy, they just don’t deserve anymore than they’re getting” (52). These comments illustrate how class has a great influence on Mrs. Harrison’s point of view on race. Without having to work and being rich, she is ignorant of the racial discrimination that a day to day skilled worker of Bob’s color has to go through. Like her daughter Alice, Mrs. Harrison has been given special treatment by the white people for her lighter skin, and her social and economic class.

She explains Marx’s argument that capital penetrates and transforms every aspect of life (Brown, 2003, p. 19). Capital remakes everything in its image and reduces every value and activity to its cold rationale (Brown, 2003, p. 19). Essentially all is subject to the relentless submission of the state and the individual, the church and the university, morality, sex, marriage, and leisure practices to this rationale (Brown, 2003, p. 19). Thus liberal democracy especially for women has been compromised and undermined. Within the film, several women who were interviewed mentioned about the rise of union activism. Once you were unionized you were guaranteed benefits and more pay. However to ensure this cold rationale of capital as Marx stated, governmentality was achieved as one African American women, Margaret Wright, described she had gotten increased work hours making it harder for her and many other women to participate in union meetings. In the government’s eyes, unionism was equated with freedom and therefore seen as unpatriotic.

In this chapter, bell hooks describes her experience with class privilege in college. Her race and socioeconomic status made her stick out from her classmates, which made her a target for their stares and torments. Her financial situation also made it hard for her to get into a college that she felt comfortable at. Hooks’ struggles ultimately made college hard for her, and left her feeling bitter and troubled about her achievements.

Here, in the United States, the “American Dream,” is a popular belief. There is a strong relationship between hard work and success. In this perfect scenario, those who put in multiple hours are on the road to success and can move up the social ladder. Thus stating, one could be thrust into the lowest of the social status, and with some hard work, one can elevate into the world of the social elite. As a demonstration to this global view of the United States, immigrants from all over the globe have made the excursion to the “land of opportunity” in beliefs of better education, employment, government, communities, religious freedom, and lives for not only themselves but the generations that come pursuing behind them. All of this survives based on a game of social stratification – a diagram on how to successfully obtain the American dream. This observation of social class is based on many mechanisms, some of which is bestowed to people at birth, and not rewarded for hard work and dedication. The class system at play in the United States has become incredibly complex – it no longer has the fundamental class values of our forefathers. Those trying to move up in the social ladder of America are often caught replication the actions of the rich and famous, but this alone cannot make them part of the higher social class. Some think that there are simple rules to follow to climb higher into another social class ladder, but there is more to being upper class than just talking the talk or having the right identity.One way to look at class is the model developed by Janny Scott and David Leonhardt's article, “Shadowy Lines That Still Divide,” in The New York Times. They assert that “one way to think of a person’s position in society is to imagine a hand of cards. Everyone is dealt four cards, one from each suit: education, income, occupation and wealth, the four commonly used criteria for gauging class” (Scott and Leonhardt 27). While being sure on these four criteria, a basic understanding of a person’s predicted class can be made. While this model works fine for providing an elementary level of perception, it must be recognized that a person could rate well on this scale and still be in a different class than those

Take everything you know about racism, sexism, and religionism and toss it out the window, because there’s an impediment to prosperity that is often underlooked: Classism. Classism is a suppression which always has and always will continue to affect our everyday lives. The disparities that presently exist between the lower and higher classes form a condition where it is unlikely to allow for equality for anyone. The short stories “A Rose of Emily,” written by William Faulkner, and “Desiree’s Baby,” written by Kate Chopin, offered several depictions of classism within a society. “A Rose for Emily” recounts the life of an isolated, aristocratic woman named Emily Grierson who symbolically represents the demise of the old Southern society. Similarly, “Désirée’s Baby” portrays classism present in mid-nineteenth century Southern society in conjunction with the inequalities that exist between race. Class prejudice plays an important role as it was behind the emergence of the characters’ unspeakable actions. In “A Rose for Emily” and “Desiree’s Baby,” classism is emphasized and provokes arrogance, denial, and the demise of others.

They don’t have any sympathy for the lower class, and this shows that they are of a higher class. When the grandmother speaks of painting “this picture” this also refers that they are of a higher social class because the grandmother is able to take up in art class.

What is the definition of "class"? Burney expresses how class is viewed in the eighteenth century society through the novel Evelina. In the novel, Burney exposes to the reader different classes of characters from the aristocrats to the merchants to the commoners and to the prostitutes. Burney also reveals how different character defines the word "class." Madame Duval thinks money and material are sufficient qualifications to belong to the high society. Mrs. Beaumont believes that a person's class is set by birth; the social class one is born into defines one's social status. However, Burney seems to disagree with both of the characters. Through the character of the heroine Evelina, Burney