Introduction
Race and class are central themes in literature. Namely, the subjects are often portrayed as the differences between the lives of different demographics. Moreover, the struggles and hardships experienced by racial and class minorities are crucial in determining the level of prejudice. This essay examines race and class from the perspective of Langston Hughes’s “Let America Be America” and Zora Neale Hurston’s “Sweat.” Both the poem and the short story illustrate the societal indifference towards the struggles of racial and ethnic minorities.
Race and Class in Hughes’s Poem
Langston Hughes’s “Let America Be America” is a testimony to how the lives of the people in America differ depending on their race and class. The narrator addresses himself as “bearing slavery scars”, implying that the difficulties encountered by African Americans are rooted in history (Hughes 20). The author addresses the lack of opportunities and the prejudice faced by minorities. Moreover, the injustice associated with how different people live in America is confronted. Thus, one’s income, background, and ethnicity are reflected as factors that disrupt chances.
Moreover, the author addresses class inequality by highlighting the prejudice experienced by immigrants and people of low socioeconomic status. It is stated that “the poorest worker bartered through the years” (Hughes 28). This highlights that the white and wealthy are the only ones who reach the American dream. As a result, the authors address both racial and class inequalities. Minorities are highlighted as struggling despite America being free.
Race and Class in Hurston’s Short Story
A similar theme is observed in the short story “Sweat.” For example, Delia’s life as a washerwoman is exemplified through the difficulties she experienced. The character’s job is to “wash white folks’ clothes” (Hurston 2). Moreover, the difference between classes can be exemplified through Dalia’s “threat to go to the white folks” (Hurston 7). Thus, she feels her class and race do not allow her to solve problems independently.
Conclusion
Race and class are indeed the major themes in both literary pieces. Both elements are highlighted as negatively impacting outside perception. Moreover, they adversely affect one’s opportunities and possibilities. Hughes and Hurston have illustrated the difference between how different races and classes live, work, and operate in society. In both cases, prejudice and despair are correlated with one’s background and social status.