Douglass's and Jacob's slave narratives deal with the reconstruction of identity. The recreation of Frederick Douglass's own identity is seen as an “argument for an end to slavery's denial of individuality and creativity”. This process of reconstructing identity is closely connected with the depiction of gender. Thus, the main focus of this term paper is placed on the formation of gender identity in the two slave narratives. The concept of gender can be defined as “the relationship between biological sex and behavior”.
The leading question of this paper is: How does the image of black femininity and black masculinity portrayed in the two slave narratives correspond with the concept of womanhood and manhood prevailing at the time?
In the course of this paper I will attempt to show that the two slave narratives serve as an example of individual self-fashioning, attempting to portray themselves as truly masculine or feminine and conforming to gender roles, at the same time reinventing these prevailing concepts. Society expects people to behave according to norms and values typical for a certain time. Thus, the first chapter gives an overview of gender stereotypes in the 19th century, which will subsequently be linked to the slave narratives.
Creating a female identity as a slave suggests to include the category of sexuality, as female slaves often suffered from oppression and sexual abuse. However, this only offers a limited view and there are other significant dimensions connected to female identity. Therefore, Harriet Jacob's Incidents in the Life of a Slave Girl will also be analyzed in terms of motherhood and interdependence. The creation of male identity in Douglass's Narrative will then be analyzed comparatively by looking at his desire for freedom and how he copes with feminization and dehumanization of male slaves, his fight for independence, and his isolation in reference to his family and other slaves.
Table of Contents
1. Introduction
2. Gender Stereotypes: Womanhood and Manhood in the 19th Century
3. Black Femininity in Harriet Jacobs' Incidents in the Life of a Slave Girl
3.1 Sexuality
3.2 Motherhood
3.3 Interdependence
4. Black Masculinity in Frederick Douglass' Narrative of the Life of Frederick Douglass, an American Slave
4.1 The Search for Freedom: Coping with Feminization and Dehumanization
4.2 Independence and Autonomy
4.3 Isolation
5. Conclusion
Objectives and Research Focus
This paper examines the reconstruction of identity in the slave narratives of Harriet Jacobs and Frederick Douglass, specifically focusing on the formation of gender identity within the oppressive system of 19th-century American slavery. The central research question investigates how the portrayal of black femininity and black masculinity in these texts corresponds to the prevailing concepts of womanhood and manhood of the era, exploring how these authors utilized self-fashioning to navigate and redefine gender roles.
- The intersection of race, gender, and sexuality in 19th-century America.
- Harriet Jacobs’ strategies of resistance through sexuality, motherhood, and community interdependence.
- Frederick Douglass’ pursuit of masculine identity through literacy, autonomy, and the struggle for freedom.
- Comparative analysis of how slavery hindered the achievement of conventional gender norms.
- The role of self-fashioning as an instrument of individual agency and identity construction.
Excerpt from the Book
3.1 Sexuality
The perception of black female slaves is quite contradictory: On the one hand, slave women are de-gendered since they were often working in the fields; on the other hand, they are regarded as oversexed because they were vulnerable (Santamarina 232). Clearly, their vulnerability is shown in their exposure and subordination to their master. As the narrator Linda Brent describes in Incidents in the Life of a Slave Girl: “Slavery is terrible for men; but it is far more terrible for women. Superadded to the burden common to all, they have wrongs, sufferings, and mortifications peculiarly their own” (262). She underlines disadvantages slave women have to handle, referring to sexual harassment and abuse. In the narrative, the narrator describes the horrible treatment by her master Dr. Flint:
He tried his utmost to corrupt the pure principles my grandmother had instilled. He peopled my young mind with unclean images, such as only a vile monster could think of. I turned from him with disgust and hatred. But he was my master. I was compelled to live under the same roof with him – where I saw a man forty years my senior daily violating the most sacred commandments of nature. He told me I was his property; that I must be subject to his will in all things. My soul revolted against the mean tyranny. (Incidents 223)
Summary of Chapters
1. Introduction: This chapter establishes the historical context of 19th-century slavery and introduces the primary texts, framing the analysis around the reconstruction of gender identity and the authors' acts of self-fashioning.
2. Gender Stereotypes: Womanhood and Manhood in the 19th Century: The author outlines the cultural norms of the "cult of true womanhood" and the "self-made man," arguing that these standards were largely unattainable for enslaved individuals.
3. Black Femininity in Harriet Jacobs' Incidents in the Life of a Slave Girl: This chapter analyzes how Jacobs asserts her identity through sexual agency, maternal dedication, and community reliance, effectively challenging and redefining traditional feminine virtues.
4. Black Masculinity in Frederick Douglass' Narrative of the Life of Frederick Douglass, an American Slave: This section examines Douglass' path to manhood through the acquisition of literacy, his physical resistance against his overseer, and his struggle with social isolation.
5. Conclusion: The conclusion synthesizes the findings, noting that both authors utilized their narratives to redefine gender roles, proving that identity is a fluid construction even under the restrictive conditions of slavery.
Keywords
Slave Narratives, Harriet Jacobs, Frederick Douglass, Gender Identity, Womanhood, Manhood, Slavery, Femininity, Masculinity, Self-fashioning, Abolition, Literacy, Resistance, Autonomy, Intersectionality
Frequently Asked Questions
What is the core subject of this paper?
The paper examines how Harriet Jacobs and Frederick Douglass reconstruct their gender identities within the oppressive framework of 19th-century slavery.
What are the primary thematic areas covered?
The study covers the intersection of race and gender, the struggle for freedom, the importance of literacy, and the impact of the slave system on family and community structures.
What is the central research question?
The research asks how the portrayals of black femininity and masculinity in these narratives align with or diverge from the prevailing 19th-century ideals of manhood and womanhood.
Which scientific methodology is applied?
The work employs a literary analysis approach, treating the autobiographies as works of fiction to examine themes of self-fashioning and identity construction.
What topics are discussed in the main body of the text?
The main body analyzes gender stereotypes of the era, compares Jacobs’ strategies of resistance—such as motherhood and community interdependence—with Douglass’ pursuit of autonomy, literacy, and masculine self-definition.
What key terms characterize the analysis?
The analysis is characterized by terms such as self-fashioning, gender roles, dehumanization, agency, and the "cult of true womanhood."
How does Harriet Jacobs define her own version of virtue?
Jacobs redefines virtue to account for the realities of slavery, arguing that she maintains moral integrity through her resistance to her master, even when forced to violate conventional moral codes.
How does Frederick Douglass use the fight with Mr. Covey as a turning point?
Douglass depicts the physical confrontation as a pivotal moment that rekindled his sense of manhood, self-respect, and determination to pursue freedom.
What role does literacy play in Douglass' identity?
Literacy is presented as the primary vehicle for his intellectual awakening and his understanding of the pathway from enslavement to freedom.
In what ways is the family unit portrayed differently in these two narratives?
Jacobs is shown relying on family and community for interdependence and survival, whereas Douglass is presented as more socially isolated, having been separated from his parents at an early age.
- Citar trabajo
- Julia Knoth (Autor), 2015, Gender Identity in the Slave Narratives by Harriet Jacobs and Frederick Douglass, Múnich, GRIN Verlag, https://www.grin.com/document/423943
