Examples Of Segregation In America During The 1930's

It was Cassie’s first time going to Strawberry and she had no idea of how bad segregation and racism had become in Mississippi during the 1930’s. At the time, Big Ma was occupied with Mr Jamison, and Cassie, T.J and Stacey decided to go to the Barnett store to take care of groceries. When they got there, T.J. handed Mr. Jim Lee Barnett the list. After asking if they were one of Granger’s people, Barnett walked to another counter and started filling the order. Coincidentally, a white woman needed her order filled at the same time, and she asked, “ ‘Mr.Barnett, are you waiting on anyone just now?’, ‘Just them’ he said, indicating us with a small wave of the hand’” (Taylor 110) .Then, Mr. Barnett started filling her order instead, totally disregarding Cassie, T.J., and Stacey. When he finally finished filling the order, instead of helping Cassie and the others like he should have, he went to help a white child who also needed assistance. Cassie could understand an adult being helped instead of a child, but a child of the same age as Cassie being helped instead was unbelievable to her. Cassie was not fully aware that this was happening because these people were white, and she thought he had forgotten about their order and said, “‘Uh, scuse me, Mr. Barnett, I think you forgot, but you was waiting on us before you was waiting on this girl there...’ , ‘...Well you just get your little black self back over there and wait s’more.’” (Taylor 111)

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.

The black characters in the novel are all victims of this “separate but equal” mentality; the younger characters yearn for real equality and the older characters have settled in to their lives by accepting their “fate.” The existing structures of society in Bayonne, Louisiana prevent black characters such as Grant Wiggins and Vivian from ever breaking out of their social class; both are forced to remain in their lives as teachers of young black children who will also grow up to live limited lives. Wiggins says of his classroom, “I’m the teacher... and I

To show first hand to the whites the inequality’s and hardships that the blacks face, the entire first section is in a narrative and a descriptive format. The use of these types of essays lets the readers feel more involved in the story and feel things for themselves. Split into two sections within itself, this first paragraph juxtaposes two stories — one about a “young Negro boy” living in Harlem, and the other about a “young Negro girl” living in Birmingham. The parallelism in the sentence structures of introducing the children likens them even more — despite the differences between them — whether it be their far away location, or their differing, yet still awful, situations. Since this section is focused more towards his white audience, King goes into a description of what it was like living as an African American in those times— a situation the black audience knew all too well. His intense word choice of describing the boy’s house as “vermin-infested” provokes a very negative reaction due to the bad

The author uses a seemingly endless cycle of poverty to emphasize the cage in which the characters are trapped. As Lizabeth muses over her childhood, she recalls the daily cycle of how “each morning our mother and father trudged wearily down the dirt road and around the bend, she to her domestic job, he to his daily unsuccessful quest for work.” (1). Every morning began the same way, passed the same way, and ended the same way. Lizabeth feels trapped, forced to go through the same series of events for what seems to be the rest of her life, with the same people, in the same place. When the author pairs this with the “dusty” setting of the town and the time placement of the Great Depression, it creates an effect of hopelessness for the first part of the story. This is only furthered by Lizabeth continually returning to the idea that “Poverty was the cage in which we were all trapped.” (1). Lizabeth opens the story by first giving a description of her hometown as “dusty”, remembering the poverty and hopelessness. She then continues by referring to the cage of not having enough money, and the cycle that it put them through, and ends by alluding to her future being limited to her poverty.

Segregation had had many effects on the black nation, to the point that it started building up ones character, “See the depressing clouds of inferiority begin to form in her little mental sky and see her begin to distort her little personality by unconsciously developing a bitterness towards white people”, King shows readers that segregation is even affecting little children, that it is starting to build up a young girls character and is contributing to the child developing hatred “bitterness” towards the white Americans. King makes readers imagine a black cloud settling in a young girls brain mentally, when instead she should have an image of a colorful blue sky with a rainbow, isn’t that suppose to be part of a 6 year-old’s imagination? King gives readers an image of destruction civil disobedience had created in the black community, especially in the young innocent little children.

It also uses two examples of why you need hope in the face of poverty; this creates the effect that they learn how to have hope. The sentence has very unique terms such as amorphous, grit, labor, miracle, white man’s, vineyard, wander, September dust, offering, and meager. Some of these words like grit, meager, September dust, and labor show how hard they work and how strong they are in a mental sense. There are two phrases that I really thought used very good language although it is not really figurative. One phrase is “to rise before dawn each day and labor in the white man’s vineyard until after dark.”

We saw prejudice and discrimination throughout the book. For example, when Lafayette’s was charged with a crime due to hi, been associated with who did it. When LaJoe lost her benefits from the state due to her on and off husband using her home address and when collecting unemployment benefits which LaJoe did not claim as income coming into the home. In both instances, the Rivers were treated as if they were liars and criminals. Because of Lafayette being from the inner city, there was this predetermine thought about any youth that lived in the inner city from the court system. LaJoe was treated with disrespect by the welfare office because of the prejudgment they had formed about people that lived in the inner city. Due to the location in which they stayed, the importance of healthy living condition was not a priority to the city. They were forced to live in the vicinity of garbage, broken sewer systems, dead animals, etc. Also, the children were forced to either stay in their apartments or play on the railroad tracks because the city had only a few areas for them to play. These areas had become run down and it was unsafe for kids to play in. It is unsure why the was such neglect for those areas of the inner city, but one could only think that it had to do with how this race has been treated for years.

As stated above, section one is about how to fail and how to prevent failing. In this section it introduced us to a teacher, named Elizabeth Dozier, who became a principal in some of the poorest schools in Chicago. The book also introduced us to Nadine Burke Harris, who is a pediatrician and opened a clinic in the poorest part of San Francisco. Each of these women took an interest in the children and families that are affected by poverty. Dozier became the principal of Fenger High School, and the first thing she did when she arrived was removing almost all the teachers. She brought in young and ambitious teachers, who she thought would make a difference in the school. One of the best decisions she made while she was at Fenger was to enforce a zero tolerance policy for violence, because gangs were a huge problem in the community and the school. Dozier sent twenty five of her most troubled students to an intensive mentoring program. The book then goes on

Imagine a world where prestige is evaluated by neither one’s character nor accomplishments, but predetermined by skin color. Visualize a world in which the nuances of skin color are used to sort and divide people amongst two factions: White or Black. Envision society segregated. Whites and Blacks tossed into two different worlds, as if mankind is a pile of dirty laundry which needs to be organized by color. The reality is this hypothetical world did in fact exist in the United States prior to the 1970s.

Imagine being an African American person living in a world of segregation but he still has a dream, a dream to become a boxer in a league predominantly white and being looked down on because of his skin color. Segregation in the 1900’s was cruel and divided because “After the Civil War, millions of enslaved African Americans hoped to join the larger society as equal citizens” but unfortunately were not embraced as equals by much of white America (History Staff). Nearly 100 years after the Emancipation Proclamation, African Americans in southern states still lived in an unequal world of segregation.

What is segregation? Segregation is set apart or separation of people or things from others or from the main body or group. (dictionary.com) In the 1930s African Americans did not have the right to vote. The policy of segregation meant that blacks had their own churches, schools, football teams, and even their own cemeteries. The Great Depression also took place in the 1930s. The economic crisis of the 1930s, the Great Depression, is one of the most studied periods in American history. Racism was at a high point in the 1930s.

What is segregation? Segregation is setting apart or separation of people or things from others or from the main body or group. (dictionary.com) In the 1930s African Americans did not have the right to vote. The policy of segregation meant that blacks had their own churches, schools, football teams, and even their own cemeteries. The Great Depression also took place in the 1930s. The economic crisis of the 1930s, the Great Depression, is one of the most studied periods in American history. Racism was at a high point in the 1930s.

Race relations in the 1930s between Whites and African Americans were extremely terrible. African Americans faced several inconveniences because of segregation. Segregation halted people of color from using items and certain locations that to us would be part of our daily life. As stated in Southern Journey by Tom Dent, “The ubiquitous WHITES ONLY signs indicated stores we could not enter, stores we could enter, but not try on clothes within, sandwich shops and restaurants that served whites only, water fountains and bathrooms we could not use [...]” (Dent 328) . This demonstrates how white citizens in the 1930s created obstacles for people of color just to make even going into a restaurant difficult. This can only

However, when their mother came through the door and told them of a hungry family, the 4 women did not hesitate in giving away their luscious breakfast to those in need. The children delivered the food to the family and “a poor, bare, miserable room it was, with broken windows, no fire, ragged bedclothes, a sick mother, wailing baby, and a group of pale, hungry children cuddled under one old quilt, trying to keep warm”(24). The sisters realize what a harsh environment they live in, and because the setting is so pessimistic, they try to share the little wealth they have so that everyone may live long full lives. The setting in which they live, houses many people who have even less wealth than their own family. However, because of this dreadful place, they try and make sure that their community, or their family, is taken care of, even at the expense of their luxuries.