MAVA / VISTA Report

TO: MAVA Members in Southeastern Minnesota

FROM: Matt Altstiel, MAVA/VISTA Coordinator for Southeastern Minnesota

DATE: June 6, 2007

SUBJECT: Community, Organizational and Best Practice Analysis

Drafting community analysis reports and Best Practices plans are essential duties especially during the planning process for MAVA/VISTA coordinators.[1] This report combines two reports for the benefit of members (volunteer organizations which have paid for associate status). Our organization focuses in providing Volunteer Resource Leadership (VRL) to you, our member associations. Your membership within MAVA entitles you to a wealth of administrative resources.

Written into our mission statement, the Minnesota Association for Volunteer Administration (MAVA) “seeks to empower local associations and chapters to increase capacity by forging competent volunteer leaders to best serve their interests.”[2] While many volunteer leaders lament decreasing governmental allowances and a pervading individual first sentiment, there is simply no evidence to suggest the demise of volunteer agencies. Our state ranks first in the nation in terms of volunteer hours and volunteer monetary donations per capita. In fact, the state of Minnesota contributed more than 500 million logged man hours of service translating into 7.9 billion dollars if adjusted to the suggested per hour value of $18.04.[3]

With the goal of expanding the existing network of volunteer networks and membership organizations, MAVA has commissioned a modified work plan. This modified work plan report summarizes the principal demographic unit (Southeast Minnesota), identifies the organizations with the greatest potential for building volunteer capacity, and finally provides effective strategies to educate volunteer leaders within your organization(s).

Community Profile(s)

As you may be aware, the Southeastern region of Minnesota, anchored by Rochester, is a region on the upswing. Home to large number of accredited universities, one of the world’s foremost health providers (Mayo), and a growing high tech sector (IBM, Dynex); Southeastern Minnesota enjoys a vibrant economy and a diverse population. All together, this aggregate region numbers 15 counties. Our region is bounded by the fringes of the Twin Cities metropolitan region to the north, by Wisconsin to the east, by Blue Earth County to the west and finally by Iowa border to the south.[4] If your agency is based within these fifteen counties, you fall within Southeastern division of MAVA. While Rochester’s Olmsted County is by far the most populous of the region (135,000), nearly 600,000 people live in the fifteen county area.[5] After reviewing the entire listing of cities and towns within this region, three cities were cited for their vast resources and high growth potential in the realm of volunteer administration and recruitment.

• Rochester represents the principal urban center of the region as evidenced by the growing cluster of skyscrapers comprising the downtown Mayo Health complex. The city is home to the largest regional branch of the United Way, the most important volunteer agency in the county. The city also hosts seven accredited universities producing some 4,000 college graduates annually.[6] A historically large Greek and Norwegian population continues to provide their cultural legacies and neighborhood organizations.[7] More recently, Somali, Hmong and Latino populations have begun changing the cultural dynamic of the community.
• Winona. Flanked by the Mississippi River, Winona represents the quintessential college town and campus. Housing a major university with an undergraduate population of nearly 12,000, Winona has a large percentage of residents falling within the most important age demographics for volunteering (20-30 and 54-67).[8] The city and region enjoy the benefits of a comparatively large and active volunteer network spaced across many member organizations.
• While Mankato lies just outside of the Twin Cities corridor, it has recently begun experiencing the explosive growth as more and more commuters make Mankato their home. The city welcomes the state’s second largest public university and its some 14,000 students.[9] Like Winona, Mankato has much greater volunteer network capacity and resources than cities of comparable size. The close proximity to regional banking centers such as Faribault supplements critical monetary resources to improve donor pools.

Principal Volunteer Agencies and Member Networks

While MAVA receives state and federal funding for its various programs, seminars and leadership training exercises, the scope of operations largely occurs on a local level. These specific groupings have been chosen because of their high community impact. If your agency does not fall into any of categories listed below, consider partnerships to bridge the goals of your agency and the needs of the community.

• The United Way of Olmsted County is a valuable volunteer resource not only because of a dedicated donor fund supporting local projects, but because of its connections to other regional branches. The United Way of Olmsted County, like MAVA, maintains detailed contact lists by forging partnerships with volunteers and professionals.[10] These contact lists make organizational efforts much easier, whether small scope or large scope. The neighborhood and national recognition of the United Way gives the organization and high degree of visibility. Such visibility allows for a viable partnership with smaller neighborhood centered organizations seeking resources and funding.
• Neighborhood Associations exist in virtually every city and town in the fifteen county region. Because of their location within these communities, limited mission scope, and entirely local membership, neighborhood associations can often best assess the unique needs of their community.[11] Those living within that community are often most likely to be truly passionate about neighborhood issues. In addition, residents can draw upon individual talents and skills, as well as neighborhood businesses for resources. When coordinating a local project with a limited scope, using the power of neighborhood associations, MAVA can quickly organize local volunteers for capacity building efforts.
• Ethnic and religious associations and networks do not have the broad, cross cultural capacity of large chapter organizations (United Way) or the specific focus (Miller Neighborhood Improvement Association) of site specific volunteer programs, but offer valuable resources nonetheless. While religious organizations do provide faith based volunteer services, the community impact tends to improve secular, civic conditions. Reaching church, mosque and synagogue volunteer leaders also provides additional contacts, unique opportunity perspectives and potential longtime donors.[12] Ethnic non-profits can help target more community specific problems and initiatives. Drawing these two types of volunteer organizations into the general fold of volunteering is essential for community based infrastructure building.
• Universities and Colleges hold vast volunteer resources and potential. Those who begin volunteering early on are more likely to volunteer well into the future. Therefore, tapping into a highly organized, politicized network of student organizations is vital in significant college communities. Student organizations present the diversity shown in the terms of broad based volunteer networks, religious affiliations and ethnic student unions. Additionally, professional and social fraternities often are looking for opportunities to benefit the community and gain recognition.[13] Drawing upon on an active population with (generally) lesser financial and familial obligations is paramount to the success of MAVA in these communities.[14]

Identifying and implementing Best Practices

After identifying the principal volunteer networks and targets, one must focus on attracting and maintaining dedicated volunteers for a wide variety of projects. This aspect of MAVA does not simply deal with defining network organizations and regional resources, but provides partners with critical volunteer management strategies. MAVA has outlined policies in our Best Practices Guide. However, it is helpful to draw upon additional resources such as: UPS, Helen Little and Smith Bucklin Associates for more help. Our organization provides seminars which will further develop the various principals and strategies outlined here. Any of these resources will greatly aid the effectiveness of your organization and your leaders.

• An essential requirement of any volunteer administrator or coordinator is identifying a specific, manageable task. Volunteers must know the set of deadlines, including interim and final project completion dates. While all projects will require different personnel groupings, resources and monetary inputs; all projects should be broken down into sets of inter-related tasks. Short projects with manageable deadlines will help encourage new volunteers and potential new members. Coordinators will need to plan every aspect, including estimating the number of volunteers and supplies necessary for completion. Designing a worksheet for each task outlines expectations and allows the volunteer to add project specific input.[15]
• Existing members may not be the ideal candidates for managerial positions. Recruiting the best person for the job is critically important. Volunteers can be recruited. Waiting for someone to fill a position is not taking a proactive, organization first approach. The list of potential leaders should not only include friends and current organizational members. Proven, experienced volunteer leaders can draw upon their previous knowledge to accomplish the most difficult, high-risk tasks. Less experienced volunteers should fill lower risk positions requiring less input. Recruiting someone to fill a high responsibility post requires the same attention to detail of any human resource personnel. Therefore, recruit on a one to one basis by making phone calls and setting up personal meetings.[16]
• Another crucial component to gaining and retaining volunteers for a given organization is matching tasks with volunteer interests. Volunteering can allow people to interact with social groups they might not normally interact with. It can provide the sense of challenge and accomplishment they may not otherwise find in their personal and professional lives. Along the same lines, volunteering provides ample chance for self expression as volunteers are much freer to pick and choose the projects they join. Many feel a patriotic duty to give back to the community that has given them so much. Additionally, genuine interest in the cause they serve initially draws many volunteers to their respective organizations. Recognizing these motivational factors can allow leaders to tailor projects to provide their volunteers a constant source of intrinsic motivation.[17]
• While the word volunteer implies that the term of service for an individual is voluntary, this essential aspect is often overlooked. Allow your volunteers the freedom to complete a given task when and where it is most convenient. Certain volunteers may prefer to work on their own. Accordingly, these participants may not be suited to group projects and networking activities. Cutting down on travel time as well as weekly meeting time will allow volunteers to devote more time to a certain task. Finally, more difficult tasks will require more supervision. Generally, the more difficult the task, the more need for group work and networking.[18]

Conclusion

Your ability to apply the strategies provided within this report as well as those taught during the Volunteer Impact Leadership Training Series will in large part determine your agency’s (volunteer organization’s) growth capacity. All effective leaders are well aware of their region’s demographics, organizational resources, partnership opportunities, and VRL practices.

Sources

“About Rochester.” Rah Rah Rochester. October 2006. 5 June 2007. http://www.rochestercvb.org/visitors/aboutrochester.asp

Bucklin and Smith. The Complete Guide to Non-profit Management. Toronto, Canada: John Wiley and Sons, 2000.

“Fast Facts.” Minnesota State University Mankato. 24 May 2007. 4 June 2007. http://www.mnsu.edu/supersite/about/facts.html

Little, Helen. Volunteers: How to Get Them, How to Keep Them. Naperville, IL: Panacea Press, 1999.

Minnesota Association for Volunteer Administration, MAVA Handbook and Practices. Maplewood, MN: Random, 2007.

Minnesota Association for Volunteer Administration, Mission Possible. Maplewood, MN: Random, 2007.

“Minnesota Quick Facts from the U.S. Census.” U.S. Census Bureau. 7 May 2007. 5 June 2007. http://quickfacts.census.gov/qfd/states/27000.html

“Olmsted County Higher Education Figures.” Official Olmsted County Website. 5 December 2005. 4 June 2007. http://www.co.olmsted.mn.us/

“Public Review Draft.” City of Winona-MN. March 2007. June 4 2007. http://www.cityofwinona-mn.com/se3bin/clientgenie.cgi

\\Quirk, Mary. "Re: Fw: VISTA Community Outreach Coordinator." E-mail to the author. 22 May 2007.

Sigma Phi Epsilon Fraternity, A Lifetime of Responsibility and Brotherhood. Richmond, VA: Random, 2001.

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[1] Quirk, Mary. "Re: Fw: VISTA Community Outreach Coordinator." E-mail to the author. 22 May 2007.

[2] Minnesota Association for Volunteer Administration, MAVA Handbook and Practices. Maplewood, MN: Random, 2007. pg 39

[3] Minnesota Association for Volunteer Administration, Mission Possible. Maplewood, MN: Random, 2007.

[4] Minnesota Association for Volunteer Administration, MAVA Handbook and Practices. Maplewood, MN: Random, 2007. pg. 46

[5] http://quickfacts.census.gov/qfd/states/27000.html

[6] http://www.co.olmsted.mn.us/

[7] http://www.rochestercvb.org/visitors/aboutrochester.asp

[8] http://www.cityofwinona-mn.com/se3bin/clientgenie.cgi

[9] http://www.mnsu.edu/supersite/about/facts.html

[10] http://www.uwolmsted.org/index.cfm?fuseaction=home.viewpage&page_id=5DBC0A6C-CE58-1C2A-6A73585502762CFA

[11] Bucklin and Smith. The Complete Guide to Non-profit Management. Toronto, Canada: John Wiley and Sons, 2000. pg. 177

[12] Bucklin and Smith. The Complete Guide to Non-profit Management. Toronto, Canada: John Wiley and Sons, 2000. pg. 181

[13] Sigma Phi Epsilon Fraternity, A Lifetime of Responsibility and Brotherhood. Richmond, VA: Random, 2001. pg. 27

[14] Minnesota Association for Volunteer Administration, MAVA Handbook and Practices. Maplewood, MN: Random, 2007. pg. 92

[15] Little, Helen. Volunteers: How to Get Them, How to Keep Them. Naperville, IL: Panacea Press, 1999. pg. 20-21

[16] Little, Helen. Volunteers: How to Get Them, How to Keep Them. Naperville, IL: Panacea Press, 1999. pg. 22-23

[17] Little, Helen. Volunteers: How to Get Them, How to Keep Them. Naperville, IL: Panacea Press, 1999. pg. 29-33

[18] Little, Helen. Volunteers: How to Get Them, How to Keep Them. Naperville, IL: Panacea Press, 1999. pg. 47-49

Memo

TO: Post-college graduates interested TESL or TEFL careers

FROM: Matt Altstiel, ESL Instructor

DATE: 30 May 2007

SUBJECT: Outlining job prospects for Adult TESL or TESOL careers

This report outlines the qualifications necessary for teaching, the current occupational outlook and the field’s future potential for job growth. Knowing these important details, one can more effectively gauge whether teaching English to adults is a viable career.

Within the Adult ESL field itself numerous subcategories exist causing a great deal of confusion in regard to employment opportunities. The U.S. Bureau of Labor defines ESL instruction as Adult Basic Education (ABE), Adult Secondary Education (ASE) and General Educational Diploma (GED). However, English to Speakers of Other Languages or (ESOL) differs as teachers provide students community language learning opportunities to achieve communicative acquisition. The vast majority of states require a Bachelor’s Degree for both Adult ESL and ESOL instruction. However, additional training and certification such as a Master’s Degree in Education as well as a Public School Teacher’s License are generally required for ABE and GED instructors. Volunteer positions for ESOL instruction do not necessitate college degrees but do mandate program training and student evaluations. According to research, teachers are expected to “participate in ongoing professional development activities” to remain current within their field and improve existing skills.

A truly accurate job outlook for ESL-ESOL teachers is difficult to quantify due to the high number of self-employed and volunteer positions. While many ESL-ESOL instructors teach part time and receive no benefits, research reflects excellent potential for employment, particularly in the ASE and GED sectors. One must be cognizant that the number of teaching positions available each year fluctuates due changes in state and non-profit funding. State and non-profit organizations employ the majority of the 98,000 licensed ESL-ESOL instructors. Seeking employment through one of these channels is highly recommended. Due to a high percentage of part time teachers, the median hourly wage of $18.74 more accurately represents the field than salary numbers. Nearly 10% reported earning more $34.94 per hour, suggesting a wide variance within the profession.

Socio-economic shifts such as those relating to immigration policy and the relative economic well being of the United States to large part determine the ESL-ESOL growth rate. While the future growth of the ESL-ESOL field does largely depend upon large scale economic forces, research shows the annual growth to at least meet or exceed the Labor Bureau’s all occupational average through 2014. Demand for instruction in traditional demographics such as Texas, New York, California and Illinois will remain strong. The biggest potential growth markets exist in non-traditional demographics such as Minnesota, North Carolina and Tennessee, which have attracted sizeable non-English speaking immigrant populations.

By becoming aware of occupational differences within the field, the current job outlook and the future potential for growth within the field, one can better assess whether ESL-ESOL is a suitable career choice. The demand for this field will increase as immigration numbers continue to rise.

Attachments: Teachers – “Adult Literacy and Remedial Education”, http://www.bls.gov/oco/pdf/ocos289.pdf

Schaetzal, Kristen, and Young, Sarah. “Using Adult ESL Content Standards.” http://www.cal.org/caela/esl_resources/briefs/usingcontstandards.html

Whitman Response

Matt Altstiel
Instructor Lauren Curtwright
Response Paper #3
7/12/05

Whitman’s I Have A Dream Speech

One of the foremost writers of his era, Walt Whitman wrote not only from a personal consciousness, but also from a national as well. Whitman’s first volume of Leaves of Grass, first published in 1855, was released during a previously unprecedented era of national upheaval and change. Immigration and national expansion across the continent levels were at all time highs. The fight over the extension of slavery intensified between southerners and northern abolitionists. State rights versus federal rights moved to the forefront of the political landscape when federal laws such as the Fugitive Slave act took away power from State government. In part a response to the conditions of the time, Whitman wrote his master poem, “Song of Myself,” as a nationalistic, democratic poem encouraging the unity, and individual value of each person and component that made up America.

The poem emphasizes over and over that no one man or woman is any more or less valuable than someone else. Whitman addresses the nativists and the immigrants by proclaiming, “One of the great nations, the nation of many nations - the smallest the same and the largest the same,” (Whitman 14). The long established New Englander who has lived there for generation after generation holds the same value as the newly arrived immigrant. Regardless of place or country of origin, both are American in Whitman’s eyes and deserve a spot in the tapestry of American life. Not only does Whitman include the old and the new arrivals a place in the national consciousness, but adds “of every hue and trade and rank, of every caste and rank, not merely of the New World, but of Africa Europe or Asia,” (Whitman 14). Per Whitman, and per the ideals of the United States Constitution, all have a place and a right to pursue their individual desires in America. Every profession and person has something to add to the national wealth.

Whitman empathizes and tries to understand the perspective of every American, the literate and illiterate, slave and free. Whitman attempts to place himself in the shoes of each emotion felt by each person and in doing so make the reader understand the interconnected reality that is America. “I am the hounded slave, I wince at the bite of the dogs, Hell and despair are upon,” (Whitman 33). Thus, while such an experience is intensely personal and unique, these individual stories frame the collective consciousness of an entire nation.

While Whitman wrote poetry praised by the highest thinkers at the time, he appeals in his words as much to the intellectual as to the working man. In “Song of Myself” he writes of those highest in power in the federal government as well as those cast out by society (such as prostitutes and lunatics). Whitman stresses the unity in nationalism and purpose exclaiming, “these are the thoughts of all men in all ages, it is for the illiterate, it is for the judges of the supreme court, it is for the federal capitol and the state capitols,” (Whitman 15). Furthermore, Whitman directly states his intent in the passage, “I give the sign of democracy; by God! I will accept nothing which all cannot have their counterpart of the same terms,” (Whitman 21). Given such examples, interpreting Whitman’s “Song of Myself” as a democratic poem encouraging national unity and reaffirming individual value is a logical way to analyze the poem.

Response Paper #2

Matt Altstiel
Instructor Lauren Curtright
EngL 1201, Intro to Am Lit
Response paper #2
6/27/05

Just Ahead of Bigger

In the modern American novel, the author has three choices of narrative voice which he/she can use to tell the story: first person, third person, and third person omniscient. In his novel, Native Son, Richard Wright employs the Limited Third Person Omniscient. Such a distinction in narrative voice allows the novel to unfold in a particular way that serves the author’s intent and keeps the reader only slightly ahead of the thoughts the novel’s protagonist. What is more, use of the Limited Third Person Omniscient allows the novel to retain focus on its main character as the emotions and thoughts of other characters, black and white are channeled through analysis of the main character. The book itself is a journey of self discovery and realization of his place in the world for the young black male protagonist Bigger Thomas, who lives in Depression Era Chicago. The use of the limited Third Person Omniscient narrative voice allows the reader to know the thoughts and emotions of Bigger Thomas that he himself cannot understand as well the growing level of self awareness that emerges throughout the novel.

The emotions and actions that the third person limited narrative reveal the most inate and primal emotions and feelings in Bigger Thomas. Giving a depiction like this takes us into Bigger world and shows the nature of his responses and the social conditioning that has produced them. Therefore, the Limited Third Person Omniscient allows the reader to empathize and understand Bigger’s behavior without necessarily condoning it. Passages like, “the moment he allowed what his life meant to fully enter into his consciousness, he would either kill himself or someone else. So he denied himself and acted tough,” explain Bigger’s early behavior, (Wright 13). Frustrated interjections such as “Goddamn!” transcend the words and actions of Bigger Thomas and represent the hopelessness and violence he feels. Unaware of his feelings, his surroundings, or the thoughts of other, Bigger is powerless to assert control over his emotions and his environment. Likewise, the reader at this point, does not know the avenue Wright suggests for changing the system and replacing the hate and fear that drives so many young men.

The Limited Third Person Omniscient narrator gradually begins using phrases like: he knew, he thought, he felt; to alert the reader to Bigger’s growing level of self consciousness. As Bigger’s self understanding grows, he learns to understand the thoughts and feelings of others and use this knowledge to his advantage. Likewise, the narrator broadens its scope to include newspapers, which as a part of society influence the actions of Bigger Thomas. The narrator reveals Bigger’s thoughts regarding his girlfriend Bessie, “he was looking at her now and seeing how blind she was. He felt the narrow orbit of her life: from the room to the kitchen of the white folks was the furthest she ever moved,” (Wright 139). Understanding the emotions and thoughts of other allows Bigger to manipulate weaker characters for his own benefit, something Bigger tries later in the novel. This new way of observing the world by Bigger leaked to the reader by the narrator advances the story and hints at events to come.

The use of the Limited Third Person Omniscient narrator allows the reader to understand the thoughts and actions of the novels protagonist, as well as to gain as Bigger does a social consciousness and an understanding of the conditions that drive the main character into action.

A "Bigger" and Bigger Problem

Matt Altstiel
Instructor Lauren Curtwright
English 1201 W
7/11/05

A “Bigger” and Bigger Problem

Race relations play an important role in modern literature as well as modern politics. The treatment of minority groups continues to be a contentious issue to evoke a myriad of emotions for the different groups involved. Ignorance and mistrust on each side of the divide can lead acts of crime and violence directed at members of a particular race. The inequality of power between white American and black Americans still exists and produces far reaching social psychological implications. In the era of Richard Wright’s Native Son, racial tensions simmered and boiled over to acts of oppression and violence even in northern cities like Chicago. The segregated communities lived in a constant state of mistrust and fear of each other, and normal social interaction between groups proved impossible. Wrights depiction of Bigger Thomas, a young man growing up on Chicago’s segregated South Side, shows the impact of inequality on the mental state of the protagonist as well as the violent behavior it produces. The alienation and isolation Bigger feel among his own race deepens the hostility and the sense of desperation within his conscious. Wright shows the reader how ignorance and inequality experienced in depression era America served only to create intense emotions such as hate and fear, which dictated the interactions and actions of the novels characters.

In such an environment, little progress could be made directly since white Americans who detested the mistreatment of minorities could not voice their opinion for fear of reprisal. Even members of the white community who “helped” the black community continued the disparity. The Dalton Family gives millions to African American charities to encourage education yet, “exacts an exorbitant rent of eight dollars per week from the Thomas family for one unventilated, rat-infested room in which four people eat and sleep,” (Wright 326). Mr. Dalton gives money to charities which help relieve his social consciousness and allow him to sleep at night, however when it comes down to it, no change in the social structure occurs as a result of his donations. The high rent rates only make the powerful white power structure further entrenched and the tenement dwelling African Americans more impoverished, resentful and desperate. The lack of a relationship between owner and renter allows the owner to see his occupants not as fellow human beings, but as numbers which derive profit and do not merit consideration. A symbol for monolithic capitalism, Mr. Dalton only manages the properties and does not have direct relations with any one of his occupants. Mr. Dalton carries a smug air towards those he hires, insisting in an air of condescending paternalism that they receive higher education. He encourages scholarship while at the same time denies scholarship recipients the opportunity to work within his company. As a result, a fundamental ignorance exists on both sides which color any interaction with fear and distrust rendering a change in conditions impossible.

The lawyer Mr. Max draws out another key motivating emotion that serves to produce the inequity and the hate and violence that result: the fear of reprisal by mob and influential people of power. When pressed by Mr. Max, Mr. Dalton reveals why he does not lower the rent rates in his black belt apartment when he says, “I would be underselling my competitors,” (Wright 328). Thus even if Mr. Dalton feels it is wrong to overprice black belt apartments, he feels as one man he does not have the power to change the system. A sort of gentleman’s agreement exists that codifies that rents will be higher for African Americans, and that they can only live in a certain section of the city, and any residential integration will be staunchly opposed. Tradition dictates that the power disparity and process of ghettoization have social value and will preserved by those in power at all costs. Lowering rates would ostracize Mr. Dalton from the business community and make him target of reprisal.

The use of media and the injections of the mob crowds also show how ignorance and imbalance lead to fear, violence, and a devaluation of human life. African Americans are continually referred to only in the most base and derogatory stereotypes that relegate them to a subhuman level. Phrases such as “ape,” “beast,” and “out of place in a white man’s civilization,” all conjure up images of a man deserving of severe punishment. Without considering the conditions that have fostered a sense of helplessness that has led to crime, Black criminal behavior is seen as inherent and natural. Misguided stereotypes portray black males as violent and as a threat to the purity of white women produce fear that incites otherwise calm and rational individuals to form mobs. In the novel, a mob drags Bigger Thomas through the streets and performs hate crimes against innocent African Americans simply because of their skin color. A newspaper mentions, “police reported that many windows in the negro section were smashed,” and “reports were current that several Negro men were beaten in various North and West Side neighborhoods,” (Wright 244). Thus, a misguided fear based upon the crime of one man incites a mob of white people to commit more crime and continue a cycle of violence and hate. White Americans often view Black Americans as subservient, but at the same time fear and distrust them, clouding any normal social interaction between the two groups.

For as much as the poisoning influence of racism, ignorance and inequality shapes the interaction of the white characters in the novel, the impact resonates much more deeply within the consciousness of the novel’s black characters. The novel’s protagonist, feels the constraint of these societal forces and rebels more severely than any other character to counter this system. Bigger Thomas, a poor African American living in the Southside of Chicago faces a hopeless economic and social situation. His economic status and his level of educational attainment are predetermined by the White power structure which attempts to blunt the opportunities and prospects for Bigger’s future. All avenues of self expression are road blocked by a restrictive society forces Bigger to lash out in violent and unpredictable ways in order to feel some degree of control. The omniscient narrator tells the reader, “the moment he allowed what his life meant to enter fully into his consciousness, he would either kill himself of someone else. So he denied himself and acted tough,” (Wright 10). Thus, the reinforcement of societal restrictions prevents Bigger from pursuing self-exploration and dulls any chance of meaningful social interaction with other individuals, both white and black.

Bigger feels alienation even inside of his own life which causes him to fear and hate a world he does not understand. Societal conditions have reinforced in Bigger that as a young black male, he holds no real power, and therefore has no understanding of the White world and its institutions. Furthermore, Bigger shuns religion and artistic expression which offer other African Americans a way of making life tolerable. Such a feeling of ignorance and helplessness allow for only one way of expression: violence. As the narrator makes clear, “confidence could only come again now through action so violent that it would make him forget. These were the rhythms of his life: indifference and violence; periods of abstract brooding and periods of intense desire,” (Wright 29). The constant fear Bigger lives with only subsides when acts violence of momentarily free himself from responsibility and duty. Bigger feels only through violent acts can he controls his surroundings and other people. He is powerless against societal forces, a cog in the gears of a greater force. Violence at once signifies Bigger’s desire for recognition by a society that has denied him a place, as well as his desire to subvert the white system of oppression that has held his people down.

As a product of his environment, Bigger cannot unable to relate to other human beings in a normal manner. When kindness is showed toward him, he is unable to respond in a fitting manner. When Mary Dalton and Jan Erlone show treat Bigger as an equal rather than someone of a subservient group, Bigger responds with bewilderment followed by embarrassment and hate. The narrator reflects, “He was very conscious of his black skin and there was within him a prodding conviction that Jan and men like him had made it so that he would be conscious of that black skin, “(Wright 67). Therefore, Bigger immediately distrusts the intentions of white people. He believes they only mean to demean and embarrass him by reminding him of his skin color and inferiority. The contempt and hatred Bigger hold for himself transfers itself onto the subjects who make Bigger aware of his feelings. Therefore, even benevolent acts toward Bigger, (representative of the young black male blunted by the stark reality of racism, ignorance and social isolation) are misinterpreted.

Even the kindness shown toward Bigger by members of his own race are shunned and reversed. Full of self loathing and aware of a life devoid of value in the society he lives among, he cannot empathize or connect with those he should feel closest towards. The narrator informs the reader, “He had never been responsible toward anyone. The moment a situation became so that it exacted something from him, he rebelled,” (Wright 42). Rather than trying to help anyone one who cares for him with a benevolent response and positive behavior, Bigger feels anger towards these people for the obligations and responsibilities they represent. Inequality and alienation create the notion that taking advantage of his own people and subverting white power through illegal means are the only way to overcome the situation he faces. Bigger thinks that people have nothing more to offer than satisfying the most basic human needs. The protagonist views all other people as a hindrance to his ultimate goal of absolute freedom. Therefore, he is wholly unable to escape his narrow world view to accommodate the thoughts and feelings of others.

Bigger Thomas exhibits this same fear and hate towards woman as well. He does not see his girlfriend as a life affirming partner, but rather someone who he can relieve his frustrations and anger out upon through sexual activity. In his introduction to the novel, Arnold Rampersad makes clear that, “Bigger’s harsh upbringing has left sexuality contaminated with feelings of aggression and violence towards women, black and white,” (Rampersad xviii) He cannot form a meaningful bond through shared life experiences or share the emotions necessary for a romantic relationship with depth and love. Instead, women become the object of sexual conquest and a means of control. Violence and negativity towards women manifest themselves through Bigger’s scenes with Bessie and the masturbation scene at the movie theatre. In each case, the racism, inequity and isolation experienced by Bigger turn each sexual encounter into a chance to assert power through violent and anti-social acts.

Another black character in the novel, Gus experiences the same conditions as Bigger. However, Gus responds to the inequality and limitations imposed by society differently than Bigger. While Gus dislikes the current system, he resigns and accepts his position in society. Gus unlike Bigger, does not lash out in violent and unpredictable ways. Responding to one of Bigger’s outbursts Gus mutters, “Aw, for Chrissakes! There ain’t nothing you can do about it. How come you want to worry yourself? You black and they make the laws,” (Wright 20). Gus does not feel the isolation that conspires to make Bigger a violent element in a society he does not understand. Nevertheless, Gus still feels constrained by the racism and inequality that have limited his educational attainment, job outlook and residential options.

Richard Wright’s Native Son serves as a powerful argument against maintaining a status quo that empowers one side and impoverishes another. Morality and rationality are traded for immorality and irrationality for both the perpetrators of the system as well the victims. Misguided stereotypes drive otherwise calm and discerning citizens to vigilante justice and mob violence. Morally conflicted individuals reinforce questionable business practices for fear of reprisal and fear of competition. Individuals experiencing the dehumanizing effects of racism and inequity coupled with severe societal isolation strike out blindly and violently to affirm their existence. Both blacks and whites suffer from the oppressive system that manifests themselves in many negative forms of interaction. As Wright shows the reader through his careful character depictions, an inherently unfair society only serves to produce violence, fear and hate.

Bibliography

Rampersad, Arnold. Introduction. HarperPerennial. San Fransisco, CA, 1993.
Wright, Richard. Native Son. Harper and Brothers. San Fransisco, CA. 1940.