The Wake Of The Bombing Of Pearl Harbor And The Japanese Internment

Through the personal stories of his hair, love life, and behavior, Liu is able to show the effects of his assimilation. The second section deals with Liu’s struggles to conform to white stereotypes as an Asian American. With his personal anecdotes, he establishes himself as a more credible source to speak on the subject of assimilation. The second section uses narration to provide evidence about Liu’s definition of assimilation.

Liu, like any other kid wanted to be cool. He shares that one major part of being cool, was to have the cool hairstyle. For most of his childhood, Liu sported a bowl cut. The new style in his school however was hair parted down the middle and tapered on the ends. With Liu’s Asian genes it was nearly impossible to accomplish this style. After a couple years of trying various different hair styles that did not suffice as cool, he finally became content with having a crew-cut. Liu also thought that because he was Asian, he had less of a chance to get girls. Liu insists that it was the “sole obstacle” to his “advancement” (Liu 20). His response to this was to do more school activities such as write for the school newspaper and join the school newspaper. Although he wanted to disconcert stereotypes, Liu states that this made him seem like a typical “Asian overachiever” (Liu 21). Another concern Liu had from his Chinese heritage was that he had never been taught American manners. When he went to a friend’s house to sleep over, he never said “thank you” for it. When he had dinner at a friend’s house he ate differently than the others. As he began to change the way he acted and talked at friend’s houses he began to realize that he was getting further and further away from his Asian heritage.

The autobiography illustrates personal experiences of discrimination and prejudice while also reporting the political occurrences during the United States’ involvement in World War II. After the Japanese bombed Pearl Harbor, the United States government unleashed unrestrained contempt for the Japanese residing in the nation. The general public followed this train of thought, distrusting the Japanese and treating them like something less than human. In a country of freedom and justice, no coalition stepped up to defend the people who had lived there most of or all of their lives; rather, people took advantage of the Japanese evacuation to take their property and belongings. The government released demeaning propaganda displaying comical Japanese men as monsters and rats, encouraging the public to be vigilant and wary toward anyone of Japanese descent. The abuse of the Japanese during this period was taken a little too lightly, the government apologizing too late and now minor education of the real cruelty expressed toward the nation’s own citizens. Now we see history repeating itself in society, and if we don’t catch the warning signs today, history may just come full

I first came to Japan knowing nothing about the language and the culture. Much more the issues the nation was facing. Most of the things I knew were taught to me by my father and I wasn’t intellectual nor educated enough to form my own opinions, thus, all my thoughts aligned with his, a typical conservative/ nationalist Japanese. As an individual of multinational backgrounds, I felt this strong desire to prove my Japanese-ness to others and indeed I tried.

After the attack on the Pearl Harbor in 1941, a surprise military strike by the Japanese Navy air service, United States was thrilled and it provoked World War II. Two months after the attack on Pearl Harbor, U.S. President FDR ordered all Japanese-Americans regardless of their loyalty or citizenship, to evacuate the West Coast. This resulted over 127,000 people of Japanese descent relocate across the country in the Japanese Internment camps. Many of them were American Citizens but their crime was being of Japanese ancestry. They were forced to evacuate their homes and leave their jobs and in some cases family members were separated and put into different internment camps. There were ten internment camps were placed in “California, Idaho, Utah, Arizona, Wyoming, Colorado, and Arkansas”(History.com). However, until the camps were fully build, the Japanese people were held in temporary centers. In addition, almost two-thirds of the interns were Japanese Americans born in the United States and It made no difference that many of them had never even been to Japan. Also, Japanese-American veterans of World War I were forced to leave their homes and relocate in the internment camps. Japanese families in internment camps dined together, children were expected to attend school, and adults had the option of working for earning $5 per day. The United States government hoped that the internment camps could make it self-sufficient by farming to produce food.

Upon Ichiro’s return to Seattle, he finds himself in an America that is unwelcoming and cold towards Japanese Americans, primarily to those who refused to serve in World War II. Though the book does not delve into Ichiro’s time spent in prison, and only takes place within the after effects of his imprisonment, Ichiro’s response to his mother shows that his imprisonment has continued to follow him into his home life. Though through his birth in America making him a rightful American, he feels displaced by his own citizenship, Okada writes, “I blame myself,” (Okada 17). Ichiro blames himself for answering ‘no’ to the loyalty questions. Ichiro places blame on himself for things that are beyond his control. He is obsessed with his identity being a whole of one thing, as being “half” or

In 1869, the first Japanese Immigrants arrived in California in an attempt to escape the Meiji restoration, which forced them out of their houses. Many joined them in America after that, forming the first generation of Japanese-Americans, the Issei. Those immigrants then formed families and gave birth to the second generation, the Nisei. However, the cultural differences between the Issei and the Nisei, who were all born in America, created an important gap between the two generations. The short story “Seventeen Syllables”, through the relation between Rosie, a Nisei young girl, and Tome Hayashi, her mother, is a good depiction of this issue.

     I think Monica Sone focuses on, and clearly shows, the tension that arose in the Japanese American community because they felt torn between two distinct cultures and amongst themselves. There was also much confusion in this pre-World War II and during WWII era concerning the place of Japanese Americans in the United States. The Issei, or first generation of immigrants from Japan, were generally highly organized in their communities. They tended to stay in close connection with traditional Japanese culture. The Issei spoke their native language, practiced traditional Japanese customs, and formed church groups, and other social communities amongst themselves. Similarly, the Nisei, or second generation Japanese American, were also highly organized and formed strong ties amongst themselves separate from the Issei. The Nisei attended Japanese schools, which enhanced their use of the Japanese language, but more importantly, created a social network of peers. They participated in church programs, and sports teams together. One main difference between the Issei and Nisei was that the Nisei were considered Americans. They were born here and they held complete citizenship. This was not true for the Issei. Another factor that separated the

George Takei, a Japanese-American actor and activist, discusses why he loves the country that was once unfaithful to him in his TEDTalk at Kyoto, Japan on June 2014. February 1942, Japanese-Americans were forced to stay in concentration camps by American soldiers ordering them out of their homes (Takei, 2014). George Takei and his family were once of many Japanese-American families that were sent off to the camps. After the war, everything was taken away from them, they had to build themselves up again from the beginning. Many young Japanese-Americans wanted to volunteer to fight for their country, when Pearl Harbour was bombed, but they were denied of service and categorized as the “enemy” (Takei, 2014). But when the government realized they

On December 7,1941 Japan raided the airbases across the islands of Pearl Harbour. The “sneak attack” targeted the United States Navy. It left 2400 army personnel dead and over a thousand Americans wounded. U.S. Navy termed it as “one of the great defining moments in history”1 President Roosevelt called it as “A Day of Infamy”. 2 As this attack shook the nation and the Japanese Americans became the immediate ‘focal point’. At that moment approximately 112,000 Persons of Japanese descent resided in coastal areas of Oregon, Washington and also in California and Arizona.3

and had little to none affection for Japan. To Ichiro, the U.S. was his homeland, and he should be loyal to the U.S. by joining the military. This generational gap between two different immigrant generations, Ichiro and his paranoid and controlling mother, already had the potential to create conflicts; yet the war between Japan and the U.S. intensified the tension. To Ichiro, being a No-No Boy caused by his mother’s powerful influence was destructive to him. His decision was against his will; and this decision not only destroyed his future by sending him to jail for two years, but also made him no longer a true American citizen which he used to identify himself to, because he betrayed his country. However, Ichiro was not a true Japanese either, since Japan was foreign to him in the first place. Thus, Ichiro was neither a true American nor a true Japanese; both side rejected him. Failed to gain back his bright future and seek for belonging and acceptance, Ichiro was constantly in confusion and rage. And this could be seen throughout Ichiro’s character development as he never felt peaceful or relieved, and he kept regretting about his decisions, kept questioning his self-identity and self-worth, kept punishing himself by rejecting any possible opportunities which might provide him a better future… not until his mother passed away. The quote from Ichiro’s mother revealed one of the major sources that caused Ichiro’s

The differences in Ichiro’s family contributed to his self-hatred and seemingly lost identity. To him, he was the “emptiness between the one and the other and could see flashes of the truth that was true for his parents and the truth that was true for his brother” (Okada, 19). He did not want to be Japanese because he did not know the language and was consumed with anger and hatred towards his parents because even they weren’t any less Japanese even after living in America for thirty-five years, thus utterly rejecting America (Okada, 19). In addition, his mother’s defiance of the reality of Japan’s loss in the war and their inability to go back to Japan as she hoped for, as well as his father’s lack of control and courage only increases his desire to not be Japanese. However, Ichiro’s

→ The author shows the racism in American from a lot of sources; such as cartoons, official documents, advertisements, movies, and songs. The mass media drew Japanese people as an immature children (p.142) and animals. Especially, cartoons depicted the Japanese as monkeys, apes, rats, bugs, beetles, lice, and other kinds of creatures that had to be wiped out. (pp. 181-189) An example is that one restaurant sign on the West Coast said "This Restaurant Poisons Both Rats and Japs". (p. 92)

John Okada’s novel of the same name of these ‘disloyal’ men, No-No Boy, traces 25 year-old Ichiro Yamada’s experience directly after his internment and imprisonment, as he moves back home to Seattle. Here, he is attempting to reconcile his internment in a nation he once thought belonged to, and now is placed in a nation that is cold and unwelcoming to Japanese-American citizens. Ichiro returns home to his mother, father and brother who all have helped manifest Ichiro’s identity crisis in some way. Although Ichiro was born in American and his full American citizenship, he feels displaced by his own citizenship, Okada writes, “I blame myself and I blame you.” (Okada 17). Ichiro blames himself for his imprisonment, but also blames his mother. Before his four-year imprisonment, Ichiro was a scholar, Okada writes, “He had almost forgotten that there had been a time before the war when had had actually gone to college for two years and studiously applied himself to courses in the engineering school. The statement staggered him. Was that all there was to it? Did she mean to sit there and imply that the four intervening years were to be casually forgotten and life resumed as if there had been no fours and no war…” (Okada ##) Importantly, Okada demonstrates that Ichiro’s disillusionment is learned and brought onto him by outside forces. Ichiro does not see his dual identity, or does not view it as a negative, until he is imprisoned by the United States government. Authors such as,

Ichiro’s inability to pledge allegiances caused great disdain from those in his community. Filled with Japanese Americans like him, many disapproved of his choice to not fight for the United States against Japan, when a great number of them did. Many of the older Japanese people in this community and around America