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Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 5-6-2016 Reading the Vietnam War and Encountering Other Others: Race and Ethnicity in American Novels of the Vietnam War Erin Marie Rentschler Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Rentschler, E. (2016). Reading the Vietnam War and Encountering Other Others: Race and Ethnicity in American Novels of the Vietnam War (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1533 This One-year Embargo is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. READING THE VIETNAM WAR AND ENCOUNTERING OTHER OTHERS: RACE AND ETHNICITY IN AMERICAN NOVELS OF THE VIETNAM WAR A Dissertation Submitted to the McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Erin Marie Rentschler May 2016 Copyright by Erin Marie Rentschler 2016 READING THE VIETNAM WAR AND ENCOUNTERING OTHER OTHERS: RACE AND ETHNICITY IN AMERICAN NOVELS OF THE VIETNAM WAR By Erin Marie Rentschler Approved April 1, 2016 ________________________________ ________________________________ Name of Professor Emad Mirmotahiri Associate Dean, McAnulty College and Professor of English Graduate School of Liberal Arts (Committee Member) Professor of English (Committee Chair) ________________________________ Kathy Glass Professor of English (Committee Member) ________________________________ ________________________________ James Swindal Greg Barnhisel Dean, McAnulty College and Graduate Chair, Department of English School of Liberal Arts Professor of English iii ABSTRACT READING THE VIETNAM WAR AND ENCOUNTERING OTHER OTHERS: RACE AND ETHNICITY IN AMERICAN NOVELS OF THE VIETNAM WAR By Erin Marie Rentschler May 2016 Dissertation supervised by Magali C. Michael This dissertation examines four novels that specifically and deliberately focus on the perspectives of people of color in the United States in order to explore a gap in the conversations surrounding representation of the Vietnam War. Opening the canon to include more diverse perspectives of the Vietnam War acknowledges how predominantly white representation of the war effaces the experiences of the many soldiers of color, who often fought and died in disproportionately greater numbers than white soldiers, and attempts to redress such erasure. These novels include Arthur R. Flowers’s De Mojo Blues, which focuses on African American soldiers’ experience and highlights intra- racial conflicts and Lan Cao’s Monkey Bridge, an exploration of Vietnamese American women living as refugees in the United States. Additionally, Alfredo Véa’s Gods Go Begging and Linda Hogan’s People of the Whale go beyond the Chicano and Native American identities of their respective protagonists by including a diverse range of voices iv and re-imagining boundaries associated with racial and national identities. Responding to the myth of American exceptionalism, the novels illuminate how the war perpetuated long-standing systems of oppression and interrogate oppositions between self and other, individual and community, and past and present that war often sustains. As such these novels emerge as critical interventions in discourses of race and nation by highlighting and creating space for difference. Ultimately, these novels provide a vision of hope by imagining a world that embraces the complexities of cross-cultural community rather than merely superficial melting pot diversity. v DEDICATION For my family, especially my children and their powerful ability to imagine. vi ACKNOWLEDGEMENT This dissertation is the product of a long journey that I am fortunate not to have made alone. I am grateful for the support of my committee. Dr. Magali Michael remained constant in her patience with my struggles and her commitment to my success. She pushed me to clarify my thoughts and to grow as a writer and a scholar. Dr. Emad Mirmotahiri demonstrated an enthusiasm for my work that often re-invigorated my passion for the project. His feedback was compelling and challenged me to think in new ways. Often at pivotal moments, Dr. Kathy Glass provided keen feedback and valuable resources that helped me move through each chapter with confidence. Equally important was her understanding of my desire to maintain work-life balance. Together, this committee provided unwavering support, especially in those moments when giving up seemed like the best option. I appreciate the kindness of the faculty and graduate students in the English department and I am grateful for the intellectual stimulation and financial support I received during my graduate studies. I also thank my students, whose curiosity often showed me new paths to explore as I made my way to this particular project. Additionally, I would like to acknowledge the Center for Teaching Excellence for providing me with a three-year assistantship and a new career path. Laurel Willingham- McLain, Steve Hansen, Mike McGravey, Rachel Luckenbill, and Jess Dunn provided a much needed safety net as I precariously balanced on the tightrope of writing, working, and raising a family. vii My deepest gratitude belongs with my family, near and far. My family’s unconditional love helped me to keep this journey in perspective. My parents and my siblings never questioned my goals but instead provided steadfast support and encouragement. My husband Brett managed my stress, fear, excitement and absence with patience, kindness, and love far beyond my expectations. Finally, my son Bennett, who came into my life as I began this project, and his sister, who will arrive not long after I complete it, provide the most appropriate bookends for this project. I could not love you all any more. viii TABLE OF CONTENTS Page Abstract .............................................................................................................................. iv Dedication .......................................................................................................................... vi Acknowledgement ............................................................................................................ vii Introduction ..........................................................................................................................x Chapter One .........................................................................................................................1 Chapter Two.......................................................................................................................71 Chapter Three...................................................................................................................133 Chapter Four ....................................................................................................................195 Bibliography ...................................................................................................................283 ix Introduction The era commonly referred to simply as “the sixties” is often considered one of the most tumultuous times in American history. As a decade, it reaches beyond its chronological markers and continues to influence national and individual identity.1 The Vietnam War, a key event within this particular period, sparked a variety of cultural responses that shaped American memory and understanding of itself as a nation. The war, in which Americans participated most fully from 1965-1973 through a heavily conscripted military, holds a unique place in the American imagination because it involved a lot of firsts: the Vietnam War was the first war to be fully integrated throughout all military branches and ranks; television reporters brought war into American homes; and the United States experienced clear defeat for the first time.2 A 1 For example, the Vietnam War has caused considerable controversy in presidential campaigns long after the end of the war. In presidential debates and in the press, the role candidates played in Vietnam has been used both to praise and denounce candidates’ patriotism. In 1991, despite George Bush’s statement that the United States had “kicked the Vietnam War syndrome once and for all” through the military success of the Gulf War, Bill Clinton’s opponents tried to discredit him by questioning his draft deferments and his objections to the war. In 2004, John Kerry and George W. Bush were scrutinized for their Vietnam War experiences. In 2008, Barack Obama’s patriotism was called into question by opponents contrasting his lack of military service (among other things) to John McCain’s status as a Vietnam War hero. In 2015, Donald Trump attempted to discredit John McCain by suggesting the latter was not a war hero because he had been captured by North Vietnamese. Reporters were quick to point out Trump’s multiple draft deferments. Attention has also been drawn to Bernie Sanders’ objection to the Vietnam War and to long- shot candidate Jim Webber’s lauded service in the war. 2 Even the historical facts of the Vietnam War continue to be contested; however, general consensus holds that active American military involvement in the war began in 1965 and steadily increased until the end of the decade. Prior to that, beginning as early as the last days of World War II, United States. involvement in Vietnam

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