Vol. 5, No. 7, July 2024

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Jurnal Indonesia Sosial Sains, Vol. 5, No. 7, July 2024 1837

KEYWORDS

ABSTRACT

American Dream; Harlem; A

Raisin in the Sun; Sociology of

Literature; Social Justice

This research analyzes how the American Dream is represented

and why the depiction of the dream is written as a dream

"deferred" in Langston Hughes's poem Harlem and Lorraine

Hansberry's play A Raisin in the Sun. Systemic racism and

economic limitations have historically prevented many African

Americans from achieving the American Dream, their dream in this

case being equal opportunity and financial stability. This research

uses qualitative methods, based on the Sociology of Literature

theory of Rene Wellek and Austin Warren, to analyze how Hughes

and Hansberry depict the American dream and the effects of

African Americans' challenges in pursuing their aspirations in the

1950s. The result of this study shows that The American Dream for

the Younger family includes a decent home, a fulfilling job, and

educational opportunities. Mama's desire for a better home reflects

the aspirations of African Americans. Despite obstacles, Mama

remains resilient, supporting Walter's business ambitions and

Beneatha's dream of becoming a doctor. Economic limitations and

racial discrimination pose challenges, impacting the family's well-

being. Yet, their unity and determination symbolize resilience.

Hughes' "Harlem" highlights the consequences of deferred dreams,

mirroring the family's struggles. These narratives underscore the

importance of perseverance and unity in pursuing the American

Dream amidst adversity.

Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

1. Introduction

The American Dream, which promises success and prosperity through hard work and

determination, has become a central and iconic theme in American cultural literature. However, this

dream is fraught with contradictions and complexities, particularly for African Americans. Due to

persistent inequalities in wealth, education, employment, and housing—rooted in racial

discrimination—African Americans have been unable to fully realize the American Dream (Johnson,

2014). Nesbitt suggests (2004) that the racial dimension of mass incarceration is its most striking

The Deferred African American Dream Depicted in Harlem by

Langston Hughes and Lorraine Hansberry's a Raisin in the Sun

Syaila Nur Amaliyah

Universitas Gadjah Mada, Yogyakarta, Indonesia

Email: syailaamaliyah@gmail.com

Correspondence: syailaamaliyah@gmail.com

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feature. No other country in the world imprisons so many of its racial or ethnic minorities. The

United States imprisons a larger percentage of its black population than South Africa did at the

height of apartheid. The literature of the Harlem Renaissance in the mid-20th century offers a rich

tapestry for examining African Americans' aspirations, struggles, and realities in their pursuit of this

elusive dream. When white America catches cold, black America catches pneumonia. This

relationship has meant more to our development than anything else (Bristow, 2012; Driscoll, 2021).

The poem Harlem by Langston Hughes and Lorraine Hansberry's play A Raisin in The Sun provide

and offer deep insight into the African American experience and the American Dream according to

each individual. Shukla (2024) explores Hughes' work's authenticity and emotional depth, including

"Harlem." Rampersad discusses how Hughes addresses the African American experience and the

impact of deferred dreams on the community.

This study analyzes the depiction of the American Dream in Hughes's "Harlem" and

Hansberry's "A Raisin in The Sun" through the perspective of Literary Sociology theory. By

examining the social, cultural, and economic contexts in which these works were created, the

research seeks to deepen the understanding of the broader implications of the American Dream for

African Americans during that period. Hughes's metaphor-laden and poignant poetry captures

African Americans' frustrations and deferred dreams. At the same time, Hansberry's

groundbreaking drama vividly portrays the struggles and aspirations of the Younger family in

Chicago, highlighting the racial discrimination and challenges faced by the broader African

American community in the 1950s. Themes of racial injustice and deferred dreams are present in

Hughes' poetry and Hansberry's play. They discuss how both works critique systemic barriers and

emphasize the enduring hope for a better future (Bhattacharya, 2022; Jose, 2014; Nowrouzi et al.,

2015).

This study seeks to uncover the fundamental themes and messages concerning the American

Dream and how writers situate their literary works within society. Min & Kim (2002) explore how

ethnic American writers, including African American, Latino, and Asian American authors, negotiate

the American Dream within the context of their cultural identities. It discusses themes of

assimilation, identity, and belonging. Allen (2020) provides a cultural history of the American

Dream, focusing on its representation in literature and popular culture. Samuel (2012) examines

how American literature, from early colonial times to the present, reflects the ideals and

contradictions of the American Dream. Cullen (2013) claims the American Dream and traces its

historical evolution. It discusses how literature reflects and shapes societal perceptions of this

concept over time, influencing both writers and readers. Doing so, aims to enhance comprehension

of literary texts while contributing to broader discussions on race, identity, and social justice in

America. Using sociological literature theories, researchers will investigate how Hughes and

Hansberry utilized their respective mediums to critique and reflect upon societal norms and

structures that influence the African American experience. This approach offers a more

comprehensive and inclusive perspective on the American Dream from an African American

standpoint. This approach effectively reveals the profound significance of the text and its societal

relevance, despite its susceptibility to subjective interpretation. The primary methodologies

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employed in this study involve a close analysis of the two literary works, supplemented by pertinent

scholarly sources such as books, journal articles, and literary critiques.

2. Materials and Methods

This study examines two significant American literary works: Langston Hughes's poem

"Harlem" and Lorraine Hansberry's drama "A Raisin in the Sun." These works were selected because

they both explore the American Dream from an African American perspective. Data for this research

is gathered through text analysis and secondary sources such as books, journal articles, and relevant

literary critiques. The analysis focuses on understanding the authors' themes, characters, settings,

and symbolism. The core variable studied is the concept of the American Dream, with literary

elements serving as independent variables that depict this concept. A literary sociology approach is

employed to investigate the social, cultural, and economic contexts influencing the portrayal of the

American Dream in these works. This approach facilitates a comparative analysis to identify

similarities and differences in depicting the American Dream.

The methodology utilized is qualitative analysis with a literary sociology framework. It

involves detailed reading, identification of key themes, contextual analysis, and comparative

examination of the two works. While effective in uncovering the deeper meanings and social

relevance of the texts, this method acknowledges potential subjectivity in interpretation. Key tools

include the primary texts of the literary works and supporting materials such as books, journal

articles, and literary critiques.

3. Result and Discussion

Pride in Heritage Identity

Every individual or group should consistently seek and take pride in their identity, which is

intricately tied to the inner workings of life. A nation's unity and solidarity, as well as the robustness

of its culture, are strengthened by the clarity and strength of its identity. According to Brown Swan

and Cetrà (2022), national unity is significantly influenced by writers who articulate their own

identities. Writers play a crucial role in shaping and reflecting a nation's collective identity. Through

literary works, histories, essays, and other forms of writing, writers can narrate stories that depict a

society's values, norms, traditions, and shared experiences. These works mirror reality and

influence perceptions and interpretations of African American identity. They construct narratives

that affirm the dignity, history, and contributions of the African American community to the broader

society (Browdy & Milu, 2022; Dillard & Neal, 2020; Gatwiri & Moran, 2023; Mason, 2021).

African American writers have been instrumental in shaping the identity and cohesion of their

community through works that reflect and validate their experiences, challenges, and aspirations.

While the larger community may not explicitly acknowledge their impact, the contributions of these

writers remain pivotal in fostering collective awareness and a resilient national identity. Therefore,

there are some data explained as follows below:

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Data 1:

"Asagai: I am not an assimilationist. I am not something that just happens on the surface. Being

an African is more than an epidermis phenomenon. It is a culture and a heritage." (Hansberry,

1956:86)

As evidenced by Asagai's statement, he rejects assimilation into the dominant culture and

underscores that cultural heritage encompasses more than mere physical attributes. He emphasizes

that identifying as African entails appreciating and acknowledging the depth of African culture,

encompassing values like solidarity, courage, and justice, along with diverse traditions and practices

that contribute to a robust and varied identity. Asagai's statement underscores the significance of

preserving African history, values, and customs. He recognizes the advocacy for cultural heritage as

pivotal to African identity formation at the individual and community levels.

Data 2:

The scene in which Beneatha unveils her natural haircut is an interesting example. In 1959,

when the play was presented, the wide variety of Afro styles introduced in the mid-sixties had

not yet arrived: the very few black women who wore unstraightened hair cut it very short.

When the hair of Diana Sands (who created the role) was cropped in this fashion, however, a

few days before the opening, it was not contoured to suit her: Her particular facial structure

required a fuller Afro, of the sort she in fact adopted in later years. Result? Rather than vitiate

the playwright’s point—the beauty of black hair—the scene was dropped. (Hansberry,

1956:9)

An intriguing moment occurred when Beneatha displayed her natural hair. In 1959, during

the initial performance of the play, the popular Afro hairstyle had not yet gained widespread

popularity among black women, who often preferred long, unstraightened hair. The scene was

ultimately omitted because Diana Sands, the original actress playing Beneatha, felt the hairstyle did

not suit her. This deletion prompted discussions about the roles and responsibilities of artists in

their creative works. Hansberry's decision to remove the scene illustrates the intricacies of the

creative process and the significance of considering the social implications of artistic choices.

The scene's omission provides insights into the practical aspects of theatrical production,

demonstrating how elements such as an actor's appearance can influence artistic decisions. It

underscores the evolving nature of artworks, shaped by the artist's vision and contextual

circumstances. Hansberry's choice also highlights the intersection between art and societal realities,

emphasizing the importance of authentic representations in impactful storytelling. Furthermore, the

removal underscores how social norms of the time, including limitations on depicting the beauty

and identity of black women in 1959, can impact artistic representation. This underscores the

importance of examining literary works within their social and historical contexts.

Equality of Opportunity

In "A Raisin in the Sun," the Younger family confronts injustices and obstacles in their pursuit

of aspirations, underscoring equal opportunity as a central theme in the play. Equal opportunity

denotes the principle that every individual should have the chance to succeed and thrive, regardless

of their social or racial background. This ideal reflects the American aspiration of providing equal

opportunities for all to pursue their ambitions, despite potential barriers. Despite their aspirations,

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the Younger family faces significant challenges, including racial prejudice and economic disparity,

illustrating the complex nature of social inequality that can hinder individual success (Beasley,

2012; Lichter, 2013; Shapiro, 2017).

By the 1950s, equal opportunity had become a paramount aspiration for African Americans.

They sought equality in various facets of life, such as access to quality education, financial stability,

and safe housing, forming their version of the "American Dream." This dream epitomized their

desire for social progress, seeking equitable access to opportunities for success and a dignified

existence within broader society. African Americans yearned to live comfortably and gain respect

within the larger community, highlighting their pursuit of social change and equality (Brooks, 2009;

Caldwell, 2021; Harris, 2023). As data can be analyzed as follows:

Data 3:

Mama: I seen... him... night after night... come in... and look at that rug... and then look at me...

the red showing in his eyes... the veins moving in his head... I seen him grow thin and old

before he was forty... working and working and working like somebody's old horse... killing

himself..." (Hansberry, 1956:130).

Walter's perspective, as presented in the data, delves into the dreams and challenges the

Younger family encounters within their social and economic milieu. He expresses a strong desire to

invest in a liquor business to enhance his family's financial situation, highlighting his determination

to improve their economic standing. Walter recognizes that pursuing this goal entails risks and

potential consequences, yet he believes that starting a business is essential for achieving financial

independence. Establishing a business, he contends, would liberate them from the stress and

unpredictability of traditional employment.

Additionally, Walter's actions underscore the concept of social mobility, wherein individuals

must take risks and exert effort to advance their social and economic positions. He embodies the

pressure to attain material success in a society that esteems wealth and status. Walter's belief that

business ownership will bring him prosperity and respect underscores how societal values shape

aspirations and behavior. This underscores the influence of cultural and social values on personal

ambitions and decision-making processes.

Data 4:

WALTER: You see, this little liquor store we got in mind cost seventy-five thousand, and we

figured the initial investment on the place be ‘bout thirty thousand, see. That be ten thousand

each. Course, there’s a couple of hundred you got to pay so you don’t spend your life just

waiting for them clowns to let your license get approved. (Hansberry, 1956:34).

In a society that strongly emphasizes marriage for women, Beneatha confronts racial

discrimination and gender biases but remains resolute in breaking through social barriers and

instigating change within her community. Her indifference towards marriage underscores her

independence and rejection of traditional gender roles imposed by society, challenging the notion

that women derive fulfillment solely from domestic duties. This defiance clearly challenges

established social norms within the Younger family.

From a literary sociology perspective, Beneatha's ambitions highlight the tension between

individuality and societal expectations. Her aspiration to become a doctor symbolizes her quest for

an independent professional identity, pushing against norms that confine women to domestic roles.

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This underscores her struggle to define herself beyond conventional gender norms in a patriarchal

society and illustrates African American women's resilience against societal pressures. Beneatha's

pursuit of education and a medical career reflects her steadfast determination to overcome social,

economic, and cultural obstacles, serving as a catalyst for combating discrimination and inequality.

Hansberry's portrayal of Beneatha not only reflects the author's advocacy for education

among African Americans, particularly girls, but also inspires others to prioritize education and

aspirations despite societal challenges. In an interview featured in "Conversations with Lorraine

Hansberry," edited by Nigel Jackson, Hansberry disclosed that Beneatha's character draws from her

personal experiences, depicting a woman aspiring to become a doctor and pursue education amidst

social discrimination (Godfrey, 2020).

Systematic Justice

Lorraine Hansberry's play "A Raisin in the Sun" exposes the myriad systemic injustices faced

by African American families in the mid-1900s United States. The characters' lives are profoundly

impacted by the systemic inequities stemming from racial, economic, and social discrimination

within society. Through the experiences of the Younger family, Hansberry explores how these

inequitable conditions limit their opportunities and shape the obstacles they encounter in pursuing

their aspirations. Thus, the analysis can focus on the following data points:

Data 5:

RUTH (Turning and going to MAMA fast—the words pouring out with urgency and

desperation) Lena—I’ll work … I’ll work twenty hours a day in all the kitchens in Chicago …

I’ll strap my baby on my back if I have to and scrub all the floors in America and wash all the

sheets in America if I have to—but we got to MOVE! We got to get OUT OF HERE!!

(Hansberry, 1956:139).

Ruth's conversations depict her urgent desire to escape the harsh living conditions endured

by the Younger family. Her unwavering determination to work tirelessly towards improving their

circumstances reflects the profound discontent and powerlessness experienced by those living in

poverty and facing racial inequality. Despite having to make significant physical and emotional

sacrifices, Ruth's commitment to bettering her life mirrors the social and economic pressures

commonly faced by African American women during that era. Constrained by segregation and

limited opportunities, these women often assumed demanding roles to support their families.

Ruth's appeal to Mama underscores the family's power dynamics, viewing Mama as an

authoritative figure capable of altering their destiny, highlighting their dependence on one family

member's decisions to enact substantial change. Her belief in enacting physical changes to enhance

their lives underscores the play's themes of perseverance and selflessness. She demonstrates

readiness to undertake any challenging task to support her family, exemplifying the broader theme

of parental and familial sacrifice for future generations. Hansberry portrays the resilience and

determination of marginalized individuals to persist and resist despite daunting adversities.

Through Ruth's dialogue, Hansberry illustrates African American families' intricate struggles against

racial and economic injustices. A sociological analysis of the literature reveals the play as a

reflection of its contemporary social realities and a critique of ongoing injustices. Ruth's despair and

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determination symbolize the African American community's collective struggle for justice and

human dignity.

Data 6:

Mama (to Walter): "Son, I just tried to find the nicest place for the least amount of money for

my family." (Hansberry, 1956:94)

Mama articulates maternal responsibility and love, which is evident in her efforts to provide

the best for her family despite significant constraints. She explains that the decision to purchase a

home in a better neighborhood was motivated by her desire to secure her family's well-being,

illustrating the difficult choices African American mothers had to navigate amidst financial

limitations and systemic racial discrimination. Despite their impoverished circumstances, Mama

believes in the right to dream and strive for a brighter future, placing her faith in the potential of

family and community to alter their destiny.

Mama's narrative also underscores her endeavor to uphold her family's dignity and self-

respect amid substantial economic and social pressures. Hansberry underscores that even within

unjust social frameworks, individuals can make meaningful and compassionate decisions for their

families. The decision to acquire a house reflects Mama's recognition of the significance of a safe

environment as a foundation for future prospects. The Younger family's new residence symbolizes

hope and advancement, signifying their pursuit of the American Dream despite numerous

adversities. Through a sociological analysis of the literature, Mama's actions exemplify resistance

against systemic injustice by striving for autonomy and empowerment. In summary, Hansberry uses

Mama's words and actions to depict the challenges confronted by African American families,

portraying her as a symbol of resilience, sacrifice, and familial love in the struggle against systemic

inequities.

4. Conclusion

The portrayal of the American Dream in these two works varies significantly. Hansberry

critiques the ideology by portraying the Younger family's cramped living conditions in a small

apartment, highlighting the disparity between aspirations and reality. Ruth's pregnancy and her

concerns about the child's future further underscore the family's dire circumstances. Walter's

aspiration for financial independence, symbolized by his job as a chauffeur, reflects the challenges

African Americans face in securing meaningful employment. Scholars interpret this work as a

critique of the American Dream ideology, yet Hansberry also suggests that the dream remains

achievable by the play's conclusion. Mama’s nurturing support and encouragement of her children's

ambitions reflect Hansberry's message to the African American community regarding the

importance of higher education and entrepreneurship in attaining financial stability. Hansberry

promotes the notion that the American Dream can be realized through resilience and determination,

embodied in the character of Walter, who refuses to accept discrimination. This illustrates the

strength and perseverance of the African American community in overcoming obstacles. While

Hansberry's work critiques and inspires, Hughes' poem "Harlem" expresses criticism and protest,

conveying deep frustration and disillusionment with the deferred American Dream.

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Hughes' poem, depicting a "raisin in the sun," portrays the African American community's

weariness and frustration with systemic discrimination. Scholars discern a subtle call to action in

"Harlem," encouraging perseverance and resistance against obstacles in pursuing the American

Dream. Hughes illustrates the grave consequences of deferred dreams, serving as a catalyst for

action. Although both works address the American Dream, they do so differently: Hansberry

critiques and advocates for the dream through realistic depictions of African American life, while

Hughes employs poetry to remind communities of the serious repercussions of inaction and inspire

ongoing pursuit of their dreams.

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