Introduction
Despite the major progress that has happened in the past several centuries in the context of racial prejudice and the civil rights movement, many efforts are still needed to address the issue of systemic racism and inequality. The poems “Ballad of the Landlord” by Langston Hughes, “Poem about My Rights” by June Jordan, and “How to Raise a Black Son in America” by Clint Smith all highlight the ubiquitous and negative impact of racial prejudice on oppressed populations. These poems are strong reflections of the ongoing battle for racial justice and the urgent need for societal change as they explore injustice, demand equality, and connect with current social struggles.
Exposing Injustice and Unequal Treatment
In all three poems, the authors highlight the unjust treatment and discrimination faced by underprivileged populations. Considering this population’s history of trauma, individuals may be more susceptible to discriminatory emotions when they meet them, resulting in increased stress-related mental health issues (Matheson et al. 9).
“Poem about My Rights,” June Jordan explores the history of discrimination experienced by people of color. Shedding light on the perceptions and experiences of the oppressed people, the narrator highlights, “I am the wrong / sex the wrong age the wrong skin” (Jordan). This demonstrates the ingrained feeling of inferiority that many individuals must experience. At the same time, the author shows how, aside from having identity issues, many think they “can’t do what [they] want to do with [their] own / body” (Jordan). Therefore, it is clearly demonstrated that minorities, indeed, are more susceptible to stress related to discrimination.
Another poem, Langston Hughes’ “Ballad of the Landlord,” depicts the maltreatment of an African American tenant by a landlord. The poet discusses how the landlord refuses to listen to the tenant’s concerns and is prejudiced toward him. In the end, after provoking the man, the landlord screams, “Come and get this man! / He’s trying to ruin the government / And overturn the land!” (Hughes). This demonstrates how, instead of administering justice, the legal system aims at reinforcing white privilege while oppressing racial minorities. The black man did not receive fair judgment and was sent to prison.
Finally, Clint Smith’s “How to Raise a Black Son in America” discusses the difficulties of raising a black child in a racially unequal society. The author illuminates, “Growing up, I didn’t always understand why my parents made me follow the rules that they did” (Smith 0:01). This demonstrates how minority children are exposed to discrimination from a young age. Due to being born into oppressed families, such children have to adapt to certain rules and perspectives. Overall, these poems shed light on the uneven treatment and systemic prejudice experienced by underprivileged people.
Demanding Equality and Justice
Another recurring theme in these poems is the need for equality and justice, which members of marginalized communities strive for. Inequities and injustices affect children and adults worldwide (Brown et al. 235). June Jordan’s “Poem about My Rights” promotes asserting one’s rights and seeking justice in the face of injustice.
After demonstrating how racial minorities are oppressed and considered to be different, the author highlights that one should own one’s identity and background. As the author says, “I am not wrong: Wrong is not my name / My name is my own” (Jordan). In other words, one should not allow others to discriminate against or abuse them; instead, one should stand one’s ground.
Another poem, Langston Hughes’ “Ballad of the Landlord,” aims to provoke indignation at the unfair system. As seen from the behavior of the landlord, he uses his white privilege as a tool to punish the tenant due to his personal bias. As the author describes the consequences of the conflict, the tenant did not have bail, which is why the “judge gives negro 90 days in county jail.” Therefore, by highlighting the injustice, the poet desires to fight for one’s rights.
Clint Smith’s “How to Raise a Black Son in America” exemplifies the desire to protect and elevate black children in a culture that frequently attacks and marginalizes them. The author emphasizes that “We must affirm that we are worthy of existing without fear, when so many things tell us we are not” (Smith 4:27). This is a call to action, requiring efforts to protect vulnerable populations and provide them with equal opportunities.
Over half of all children in the U.S. are ethnic minorities, and more than a quarter of Europe’s school-age population is migrant (Brown et al. 235). Ethnic-minority, immigrant, and refugee children worldwide endure ongoing interpersonal, institutional, and social prejudice and discrimination (Brown et al. 235). Overall, poems advocate for equality, decency, and the elimination of institutional racism.
Ongoing Struggle
Finally, three pieces address current societal concerns relating to racial injustice, illuminating how they persist despite centuries of effort. Whether it is “being passed over for a job, followed in a store, or assumed to be ‘the help,” racial and ethnic minorities face subtle racial bias daily in America (Ozier et al. 1088). Members of these groups frequently encounter subtle prejudice during contact with Whites who demonstrate unfavorable nonverbal conduct despite overtly affirming good sentiments towards minorities (Ozier et al. 1088).
Langston Hughes’ “Ballad of the Landlord” addresses the persistent problem of housing inequity, which remains prevalent today. The main character, the oppressed tenant, is frustrated by the roof and addresses the landlord: “Don’t you ‘member I told you about it / Way last week?” (Hughes). The poet wanted to highlight how the man’s interests were not only ignored but also punished, showing the inequality.
Similarly, June Jordan’s “Poem about My Rights” emphasizes the continuous battle against racial profiling, police brutality, and structural racism. As the author claims, “I have been the problem everyone seeks to / eliminate by forced / penetration with or without the evidence” (Jordan). Jordan gives a clear picture of how racial minorities are not only accepted but also abused. Such biases not only lead to identity crises in many but contribute to a never-ending tension faced by members of marginalized communities.
Finally, Clint Smith’s “How to Raise a Black Son in America” addresses the problems and fears that black families experience in a racially inequitable society. As Smith claims, all children from racial minority groups receive “the talk, given to us when we became old enough to be mistaken for a nail ready to be hammered to the ground” (Smith 3:27). Such a message shows how instead of having a carefree childhood, children and adolescents are exposed to themes of violence, frustration, and fear due to prevailing prejudices, making their environment unsafe. Overall, these pieces serve as a reminder of the critical need for societal transformation and the quest for racial justice in the present.
Conclusion
In summary, the poems are powerful reflections on the continuous fight for racial justice and the critical need for societal change, as they address injustice, demand equality, and link with contemporary social issues. In all three poems, the authors emphasize the unfair treatment and prejudice that disadvantaged people experience. Another frequent subject in these poems is the desire for equality and justice among underprivileged populations. Finally, three pieces address current social issues of racial inequality, revealing how they persist despite centuries of work.
Works Cited
Brown, Christia Spears, Rashmita S. Mistry, and Tiffany Yip. “Moving from the Margins to the Mainstream: Equity and Justice as Key Considerations for Developmental Science.” Child Development Perspectives, vol. 13, no. 4, 2019, pp. 235-240.
Hughes, Langston. “Ballad of the Landlord.” National Humanities Center Resource Toolbox, 1940.
Jordan, June. “Poem About My Rights.” Poetry Foundation, 2005.
Matheson, Kimberly, et al. “Traumatic Experiences, Perceived Discrimination, and Psychological Distress Among Members of Various Socially Marginalized Groups.” Frontiers in Psychology, vol. 10, 2019, pp. 1-16.
Ozier, Elise M., Valerie Jones Taylor, and Mary C. Murphy. “The Cognitive Effects of Experiencing and Observing Subtle Racial Discrimination.” Journal of Social Issues, vol. 75, no. 4, 2019, 1087-1115.
Smith, Clint. “How to Raise a Black Son in America.” TED, 2015.