Visually white, legally black: Miscegenation, the mulatto, and passing in American literature and culture, 1865--1933.

摘要

Many historians and literary scholars characterize the period between 1865--1933 as America's preoccupation with the "Negro Question." Admittedly, America was intrigued by the idea of the former slave as "citizen." Seemingly, the more resounding question obscured behind the "Negro Question" was how whites would maintain their privilege. The answer to this question plagued America's consciousness and manifested itself most obviously in American literature written from 1865--1933. Indeed, the novels, which emerged during this turbulent period, with their focus on miscegenation, the mulatto, and passing, accurately reflect the fear that whites felt at the thought of losing their legal, social, and economic advantages. White and black writers of the era capitalized on the nation's fear of miscegenation and racial passing and voraciously used these themes to protest the venomous social, legal, and political conflicts that ensued over America's desire to maintain its whiteness.;Diverse writers such as Mark Twain, Charles Waddell Chesnutt, and Jessie Redmon Fauset debated the color line in their works. "Visually White, Legally Black: Miscegenation and the Mulatto in American Literature and Culture, 1865--1933" examines the dialectical relationship that emerged between these diverse writers through American literature's theme of miscegenation and passing narratives and exposes the underlying issue that was not blackness, but whiteness. And yet, the mulatto's attempt at racial passing has often been misconstrued as an indictment against the black community rather than for what it really is---an indictment against claims of racial purity and white superiority. The first four chapters of this dissertation are grounded in biographical, historical, and legal evidence in order to expose the ways in which writers negotiated the nexus of race, class, and gender. Finally, chapter five illustrates how the passing genre may be used in the literature classroom to challenge and encourage dialogue concerning race, class, and gender superiority/inferiority.