Consider the experience of a young, insecure, black girl living in the South during the 1930s. She had to navigate through both physical and verbal discrimination due to her African American race. It’s crucial to recognize that this was before the African American Civil Rights Movement when racism and segregation were widespread. Living in such a society meant facing constant challenges as an African American – being openly rejected and disrespected simply because of their skin color.
As a result of experiencing differential treatment, many black individuals developed a aversion to their racial identity. The difficult circumstances they faced contributed to a lack of self-assurance and self-acceptance among numerous blacks during that time. Maya Angelou, an African American girl, grew up amidst this challenging period. Throughout her childhood, she personally witnessed and experienced racial discrimination, grappling with understanding and accepting the repercussions of being part of this particular race in such a specific era.
Despite enduring multiple negative experiences during her childhood, she refused to let them dominate her entire existence. Conquering discrimination necessitates embarking on a challenging and relentless path, particularly when the prejudice is self-inflicted. These themes are undeniably evident in Maya Angelou’s memoir, I Know Why the Caged Bird Sings. At the onset of the book, a young Maya struggles with disliking her own ethnic background. However, as the narrative unfolds and she grows into her teenage years, she attains a deeper comprehension of her racial identity and discovers solace within it.
Maya Angelou’s journey in the novel culminates towards the end, where she proudly embraces her heritage and exhibits complete acceptance. Throughout the narrative, Maya undergoes a gradual process of developing appreciation for her African American identity. During her childhood, Maya unfortunately internalizes the belief that being black is undesirable. In the initial chapters, she recalls an incident where she heard about the town’s prejudice, where a black person could only buy vanilla ice cream on July Fourth, while having to settle for chocolate on other days (Angelou 40).
In the town of Stamps, Arkansas, racism impacted the lives of all African Americans, even in their food preferences. Maya was made to feel different from white people due to offensive remarks like this. Novels for Students states that during this time, Maya faced immense challenges as a black person, particularly in the South where prejudice was rampant. This suggests that African Americans in the 1930s often experienced a harsh and oppressive existence.
Throughout the novel, Maya’s early life forced her to mature faster than other children. The traumatic experience of her mother’s boyfriend sexually assaulting her only heightened her sense of being marginalized and inferior to white people. As a young girl, she witnessed numerous instances of physical and verbal discrimination that were common for black people, exemplifying the harshness of life in the Southern black community (Angelou 7). This included the arduous chore of picking cotton every day, which barely provided enough income to sustain a family.
Maya had a strong dislike for being black and believed that she would likely be forced into this type of labor in the near future. Maya’s early encounter with a racist dentist also caused her to resent her own ethnicity. A local dentist who was white refused to treat her toothache and made a derogatory comment, saying that he would rather put his hand in a dog’s mouth than in a person of color’s mouth (Angelou 160). Hearing this remark shocked Maya and her grandmother, Momma, leaving them completely speechless. What hurt Maya even more was that the dentist didn’t even have the courage to look at her while speaking, making her feel inferior because of her race.
This passage demonstrates how her childhood experience left a lasting impact on Maya, leading her to harbor resentment towards her own race. Throughout her youth, Maya also experienced feelings of ugliness and frequently compared her unattractive physical appearance to that of attractive white girls (Angelou 1). Maya Angelou vividly recalls her thoughts about being considered an “ugly” black girl, imagining the reaction others would have if one day she woke up with long, blonde hair instead of her tightly curled hair that her mother forbade her from straightening.
Maya, described as a too-big Negro girl, with nappy black hair, broad feet, and a space between her teeth that would hold a number-two pencil, reveals her dissatisfaction with her appearance in the early pages of the novel (Angelou 2). She longs to resemble the ideal woman, a white girl with long, blonde hair, expressing her unhappiness with her own race and wishing to have their hair instead. Furthermore, Critic Pierre A.
According to Walker, in the beginning of the book, Maya exhibited a severe case of racial self-hatred, imagining herself as “truly white,” with “light-blue eyes” and “long blond” hair. These quotes demonstrate Maya’s envy of white girls and her dissatisfaction with her own identity. Maya believes that her blackness hinders her ability to fit into society. Her longing to be white, coupled with her traumatic childhood experiences, illustrates her consistent unhappiness and lack of pride in being black throughout the novel.
Throughout the course of the novel, as Maya matures, she encounters a range of conflicting emotions regarding her racial identity. This becomes evident during her eighth grade graduation ceremony, where she expresses two contrasting viewpoints about her own race. Upon hearing Mr. Edward Donleavy’s speech, which asserts that blacks are incapable of achieving the same level of success as whites, Maya laments, “It was a dreadful experience to be a Negro and not have any say in determining the course of my life. It was a cruel reality to be young and already conditioned to remain silent and listen to accusations made against my race, without any opportunity for defense” (Angelou 153). This passage reveals her discontentment with her status as a young, black female.
Maya’s feeling of helplessness in defending her own race is the reason behind her lack of pride. However, towards the end of the graduation ceremony, her perspective changes when the Negro national anthem is sung. This leads Maya to feel a newfound sense of pride. As she recalls, “I was no longer simply a member of the proud graduating class of 1940; I was a proud member of the wonderful, beautiful Negro race” (Angelou 156). This quote showcases two contrasting emotions and exposes Maya’s ambivalence towards her racial identity.
In this part of the novel, Maya is transitioning from regret to pride in her race, indicating her initial steps towards embracing her African American heritage. Another moment showcasing Maya’s growing admiration for her race occurs when her grandmother, Momma, confronts the “powhitetrash” girls who are ridiculing and disrespecting Maya. On this occasion, Momma refuses to stoop to the white girls’ level of mockery and instead displays her own self-respect by standing there and offering them no rude retort in return.
Maya learns from her grandmother’s actions that her ethnicity can display maturity and resistance in a respectable and tactful manner. The novel also teaches Maya the importance of supporting and standing up for herself, regardless of her skin color. In his critique, Edward E. Eller notes that Maya’s growth is evident as she embraces her African American heritage with pride instead of aspiring to be white.
Maya’s perception of being black changes as the novel progresses. Initially, she viewed it as undesirable and felt looked down upon. However, as a teenager, she begins to take pride in her African American heritage. Maya’s pride in her race is first evident when Joe Louis, a black man, defeats a white man in a championship boxing match. Maya declares, “Joe Louis had proven that we were the strongest people in the world” (Angelou 115). This quotation depicts Maya’s realization that whites are not always superior to blacks, challenging her previous beliefs.
Feeling pride in her African American heritage, she draws inspiration from the fact that the world’s best boxer shares her ethnicity. Additionally, her pride is further heightened by her accomplishment of becoming the first African American streetcar conductorette. She fondly recalls the moment, “then on a blissful day I was hired as the first Negro on the San Francisco streetcars” (Angelou 229). This achievement required immense determination and optimism, qualities that she lacked at the beginning of the novel. As a teenager, she also gains enough self-worth to assert herself and demand respect when she is not taken seriously by Mrs.
Cullinan, Maya’s employer, consistently demonstrates ignorance towards Maya due to her race, repeatedly calling her by the incorrect name. Maya exhibits her resilience by actively resisting this humiliation. In an earlier part of the book, Maya meets Mrs. Flowers, who teaches her the importance of language and empowers her to stand up for herself. Reflecting on their encounters, Maya remembers how Mrs. Flowers’s mere presence made her proud of her African American identity: “It is fair to say that Mrs. Flowers instilled a sense of pride in me simply by embracing her own individuality” (Angelou 79).
She applies this lesson in her later life, standing up for herself against the disrespect from Mrs. Cullinan. By asserting herself proudly, Maya demonstrates her strength and pride in her racial identity. She emphasizes that she deserves equal respect, regardless of her skin color. Critic Sidonie Ann Smith asserts that Maya Angelou’s autobiography reaches a conclusion: the African American girl has triumphed over the barriers that confine her and has taken charge of her own life, fully embracing her identity as a black woman (Smith).
Smith discusses how Maya’s endurance of countless violent situations that few could handle demonstrates her true pride in being a strong black woman. While these challenges are a possibility for children of any race, they particularly exacerbate the already difficult circumstances faced by black females during the 1930s. Maya’s ability to overcome these struggles has showcased her pride in her own race, but this acceptance of her African American heritage did not develop instantaneously.
Maya Angelou’s journey to embrace her race was shaped by various childhood experiences. Being a black girl in a racist society, she initially lacked pride and confidence in her own race. She grappled with accepting her blackness and viewed herself as inferior compared to white individuals. Her feelings towards her race were complex, but eventually, she gained pride and admiration for her African American heritage. Maya’s emotional evolution exemplifies her personal development.
Maya’s journey in the novel showcases her personal growth from self-hatred to acceptance and, ultimately, to pride and self-confidence. This emphasizes the importance of learning from both positive and negative emotions. Similar to Maya, individuals should embrace their own life experiences to gain a deeper understanding of themselves. Angelou’s autobiography resonates with many as it captures the gradual development of pride and acceptance in one’s unique identity.
As one grows older, feeling self-conscious and insecure is a common experience. However, Maya faced additional difficulties in accepting herself because of the daily obstacles she faced as an African American. It is difficult to anticipate how seemingly ordinary events like a boxing match or graduation can influence one’s future perception and confidence. Certainly, every day presents a new opportunity to cultivate a stronger sense of self-worth and dignity.
Works Cited
Angelou, Maya. I Know Why the Caged Bird Sings. New York: Bantam Books, 1969. Print.
Eller, Edward E. in an essay for Novels for Students, Gale, 1997. Rpt. in “I Know Why the Caged Bird Sings.” Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, 1997. 133-152. Gale Virtual Reference Library. Web. 10 Jan. 2011.
“I Know Why the Caged Bird Sings.” Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, 1997. 133-152. Gale Virtual Reference Library. Web. 10 Jan. 2011.
Smith, Sidonie Ann. “The Song of a Caged Bird: Maya Angelou’s Quest after Self-Acceptance.” Auburn University Southern Humanities Review 7:4 Bloom’s Modern Critical Interpretations: Maya Angelou’s I Know Why the Caged Bird Sings. Ed. Harold Bloom. New York: Chelsea House, 1998. Print.
Walker, Pierre A. “Racial Protest, Identity, Words and Form in Maya Angelou’s ‘I Know Why the Caged Bird Sings.’” College Literature 22.n3 Oct. 1995: 91. Rpt. in Expanded Academic ASAP. Literature Resource Center. Gale.eiNetwork.Carnegie Library of Pittsburgh, Pittsburgh, PA.Web.
