DOCSLIB.ORG

Stories of the Children of the Great Depression: What I Learned from My Parents Ardyth Ann Stull Iowa State University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Stories of the Children of the Great Depression: What I Learned from My Parents Ardyth Ann Stull Iowa State University Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2013 Stories of the children of the Great Depression: What I learned from my parents Ardyth Ann Stull Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Home Economics Commons, and the Race, Ethnicity and Post-Colonial Studies Commons Recommended Citation Stull, Ardyth Ann, "Stories of the children of the Great Depression: What I learned from my parents" (2013). Graduate Theses and Dissertations. 13582. https://lib.dr.iastate.edu/etd/13582 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Stories of the children of the Great Depression: What I learned from my parents by Ardyth Ann Stull A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Family and Consumer Sciences Education Program of Study Committee: Kimberly Greder, Co-Major Professor Robert Bosselman, Co-Major Professor Pamela Riney-Kehrberg Jennifer Margrett Betty Trost Iowa State University Ames, Iowa 2013 Copyright © Ardyth Ann Stull, 2013. All rights reserved. ii DEDICATION This dissertation is dedicated to the memory of my parents, Donald and Joyce Morrison and my grandparents, Paul and Harriett Turner and Stewart and Roselle Morrison. My parents were children of the Great Depression and my grandparents navigated them safely through those difficult days in such a way that they grew stronger and wiser. They are all my heroes. iii TABLE OF CONTENTS Page DEDICATION .......................................................................................................... ii LIST OF TABLES .................................................................................................... vii ACKNOWLEDGEMENTS ...................................................................................... viii ABSTRACT .............................................................................................................. ix CHAPTER 1: INTRODUCTION ............................................................................. 1 Background: Conversations about Great Depression Experiences ..................... 1 Theoretical Framework …………………………………………………… 3 Purpose of the Study ………………………………………………………. 3 Research Questions ……………………………………………………….. 4 Family Studies during the 1930s ………………………………………….. 4 Organization of the Study …………………………………………………. 6 The Study Participants …………………………………………………….. 7 The Researcher as Participant …………………………………………..…. 9 CHAPTER 2: LITERATURE REVIEW .................................................................. 11 Historical Background ................................................................................... 11 Economic impact on families ............................................................... 11 Standards of living ............................................................................... 13 Private and public assistance to families .............................................. 14 Participants’ Parents’ Occupations in the 1930s …………………………... 17 Professional workers ............................................................................ 18 Labor …………………………………………………………… ....... 21 Cultural Influences on Parents of Participants …………………………….. 26 School ……………………………………. ......................................... 27 Popular literature for youth .................................................................. 29 Scouting ................................................................................................ 32 The thrift movement ............................................................................. 34 Religious faith and church life ............................................................. 39 Religious Faith and Church Life in the 1930s ............................................... 41 Family Studies in the 1930s ……………………………………. ................ 43 American Home Economics Association Study .................................. 44 Angell’s Narrative Study ...................................................................... 45 Cavan and Ranck’s Study .................................................................... 46 Oakland Growth Study ......................................................................... 48 iv Middletown Study ................................................................................ 49 Resilience …………………………………… ............................................. 50 CHAPTER 3: METHODOLOGY ............................................................................ 54 Qualitative Research ..................................................................................... 54 Narrative Research ........................................................................................ 55 Participant Qualifications .............................................................................. 57 Challenge of Accessing Research Participants ............................................. 58 Preparing for the Interview ........................................................................... 64 Interview Process .......................................................................................... 66 Data Analysis ................................................................................................ 70 Data Triangulation ......................................................................................... 72 Rapport ........................................................................................................ 73 Neutrality ....................................................................................................... 74 Ethical Concerns ........................................................................................... 74 CHAPTER 4: RESEARCH PARTICIPANT STORIES .......................................... 76 Anna ........................................................................................................ 76 Betty ........................................................................................................ 84 Carol ........................................................................................................ 91 Carrie ........................................................................................................ 95 Cheryl ........................................................................................................ 102 Donald ........................................................................................................ 106 Fred ........................................................................................................ 115 Kathy ........................................................................................................ 124 Linda ........................................................................................................ 133 Robert ........................................................................................................ 139 Shirley ........................................................................................................ 145 Walter ........................................................................................................ 153 CHAPTER 5: STRAGIES, SKILLS, AND BELIEFS ............................................. 162 Strategies ....................................................................................................... 162 Support Networks ................................................................................. 162 Family Support ............................................................................... 163 Community Support ....................................................................... 177 Government Support ...................................................................... 179 Support for Strangers ..................................................................... 180 Work Ethic .................................................................................................... 181 Parents .................................................................................................. 181 Children ................................................................................................ 182 The rest of the family ........................................................................... 186 v Thrift … ....................................................................................................... 188 Management ......................................................................................... 189 Skills …… ................................................................................................... 197 Beliefs ….. ..................................................................................................... 200 Religious faith ...................................................................................... 200 Family ................................................................................................... 202 Education .............................................................................................. 203 No complaints .....................................................................................
Load more

Recommended publications
  • Steven Stern Matt Naylor
    Music by America's Veterans We are proud to announce the release of Unsung Heroes, a collaboration between America’s combat veterans and APM songwriters. Unsung Heroes was born out of the experiences of veteran Richard Casper whose moving story led him to dedicate his life to helping other wounded veterans through the healing power of music through an organization he co-founded, (www.creativets.org). Working together, an American veteran and an APM songwriter write a song inspired by the veteran’s wartime experience and they share songwriting credit and reve- nues from licensing of their music by APM. This first release includes nine powerful songs with both vocal and non-vocal versions. We hope you will be inspired to find a place for these songs in your productions. A percentage of APM’s profits are donated to CreatiVets. Learn more at: www.apmmusic.com/unsungheroes. the writers steven stern The late Steven Stern developed a passion for music at an early age studying music theory and classical guitar at the Peabody Conservatory of Music and earning a degree in Film Music Composition from Berklee College of Music in Boston. Steven began his career with Academy Award-winning composer, Hans Zimmer working on the production of The Lion King, I’ll Do Anything, Renaissance Man, Speed and others. Steven then moved on to score countless film, TV, commercial, and trailer projects and founded his own music library. Steven joined APM in 2011 overseeing our custom music studio in Los Angeles and worked with us until his passing in 2015.
    [Show full text]
  • Building Cold War Warriors: Socialization of the Final Cold War Generation
    BUILDING COLD WAR WARRIORS: SOCIALIZATION OF THE FINAL COLD WAR GENERATION Steven Robert Bellavia A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2018 Committee: Andrew M. Schocket, Advisor Karen B. Guzzo Graduate Faculty Representative Benjamin P. Greene Rebecca J. Mancuso © 2018 Steven Robert Bellavia All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This dissertation examines the experiences of the final Cold War generation. I define this cohort as a subset of Generation X born between 1965 and 1971. The primary focus of this dissertation is to study the ways this cohort interacted with the three messages found embedded within the Cold War us vs. them binary. These messages included an emphasis on American exceptionalism, a manufactured and heightened fear of World War III, as well as the othering of the Soviet Union and its people. I begin the dissertation in the 1970s, - during the period of détente- where I examine the cohort’s experiences in elementary school. There they learned who was important within the American mythos and the rituals associated with being an American. This is followed by an examination of 1976’s bicentennial celebration, which focuses on not only the planning for the celebration but also specific events designed to fulfill the two prime directives of the celebration. As the 1980s came around not only did the Cold War change but also the cohort entered high school. Within this stage of this cohorts education, where I focus on the textbooks used by the cohort and the ways these textbooks reinforced notions of patriotism and being an American citizen.
    [Show full text]
  • Songs by Title
    Songs by Title Title Artist Title Artist #1 Goldfrapp (Medley) Can't Help Falling Elvis Presley John Legend In Love Nelly (Medley) It's Now Or Never Elvis Presley Pharrell Ft Kanye West (Medley) One Night Elvis Presley Skye Sweetnam (Medley) Rock & Roll Mike Denver Skye Sweetnam Christmas Tinchy Stryder Ft N Dubz (Medley) Such A Night Elvis Presley #1 Crush Garbage (Medley) Surrender Elvis Presley #1 Enemy Chipmunks Ft Daisy Dares (Medley) Suspicion Elvis Presley You (Medley) Teddy Bear Elvis Presley Daisy Dares You & (Olivia) Lost And Turned Whispers Chipmunk Out #1 Spot (TH) Ludacris (You Gotta) Fight For Your Richard Cheese #9 Dream John Lennon Right (To Party) & All That Jazz Catherine Zeta Jones +1 (Workout Mix) Martin Solveig & Sam White & Get Away Esquires 007 (Shanty Town) Desmond Dekker & I Ciara 03 Bonnie & Clyde Jay Z Ft Beyonce & I Am Telling You Im Not Jennifer Hudson Going 1 3 Dog Night & I Love Her Beatles Backstreet Boys & I Love You So Elvis Presley Chorus Line Hirley Bassey Creed Perry Como Faith Hill & If I Had Teddy Pendergrass HearSay & It Stoned Me Van Morrison Mary J Blige Ft U2 & Our Feelings Babyface Metallica & She Said Lucas Prata Tammy Wynette Ft George Jones & She Was Talking Heads Tyrese & So It Goes Billy Joel U2 & Still Reba McEntire U2 Ft Mary J Blige & The Angels Sing Barry Manilow 1 & 1 Robert Miles & The Beat Goes On Whispers 1 000 Times A Day Patty Loveless & The Cradle Will Rock Van Halen 1 2 I Love You Clay Walker & The Crowd Goes Wild Mark Wills 1 2 Step Ciara Ft Missy Elliott & The Grass Wont Pay
    [Show full text]
  • Subjectivity in American Popular Metal: Contemporary Gothic, the Body, the Grotesque, and the Child
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Glasgow Theses Service Subjectivity In American Popular Metal: Contemporary Gothic, The Body, The Grotesque, and The Child. Sara Ann Thomas MA (Hons) Submitted in fulfilment for the Degree of Doctor of Philosophy Faculty of Arts University of Glasgow January 2009 © Sara Thomas 2009 Abstract This thesis examines the subject in Popular American Metal music and culture during the period 1994-2004, concentrating on key artists of the period: Korn, Slipknot, Marilyn Manson, Nine Inch Nails, Tura Satana and My Ruin. Starting from the premise that the subject is consistently portrayed as being at a time of crisis, the thesis draws on textual analysis as an under appreciated approach to popular music, supplemented by theories of stardom in order to examine subjectivity. The study is situated in the context of the growing area of the contemporary gothic, and produces a model of subjectivity specific to this period: the contemporary gothic subject. This model is then used throughout to explore recurrent themes and richly symbolic elements of the music and culture: the body, pain and violence, the grotesque and the monstrous, and the figure of the child, representing a usage of the contemporary gothic that has not previously been attempted. Attention is also paid throughout to the specific late capitalist American cultural context in which the work of these artists is situated, and gives attention to the contradictions inherent in a musical form which is couched in commodity culture but which is highly invested in notions of the ‘Alternative’. In the first chapter I propose the model of the contemporary gothic subject for application to the work of Popular Metal artists of the period, drawing on established theories of the contemporary gothic and Michel Foucault’s theory of confession.
    [Show full text]
  • Whiskey River (Take My Mind)  I 
    whiskey river (take my mind) i introduction 00 Bush rev pg proofs 000i-xxiv i i 12/11/06 9:58:38 AM THIS PAGE INTENTIONALLY LEFT BLANK whiskey river (take my mind) iii The True Story of Texas Honky-Tonk by johnny bush with rick mitchell foreword by willie nelson University of Texas Press, Austin introduction 00 Bush rev pg proofs 000i-xxiv iii iii 12/11/06 9:58:39 AM iv copyright © 2007 by the university of texas press All rights reserved Printed in the United States of America First edition, 2007 Requests for permission to reproduce material from this work should be sent to: Permissions University of Texas Press P.O. Box 7819 Austin, TX 78713-7819 www.utexas.edu/utpress/about/bpermission.html ∞ The paper used in this book meets the minimum requirements of ansi/niso z39.48-1992 (r1997) (Permanence of Paper). library of congress cataloging-in-publication data Bush, Johnny. Whiskey river (take my mind) : the true story of Texas honky-tonk / by Johnny Bush with Rick Mitchell ; foreword by Willie Nelson. — 1st ed. p. cm. Includes discography (p. ), bibliographical references (p. ), and index. isbn-13: 978-0-292-71490-8 (cl. : alk. paper) isbn-10: 0-292-71490-4 1. Bush, Johnny. 2. Country musicians—Texas—Biography. 3. Spasmodic dysphonia—Patients—Texas—Biography. 4. Honky-tonk music—Texas— History and criticism. I. Mitchell, Rick, 1952– II. Title. ml420.b8967a3 2007 782.421642092—dc22 [B] 2006033039 whiskey river (take my mind) 00 Bush rev pg proofs 000i-xxiv iv iv 12/11/06 9:58:39 AM Dedicated to v John Bush Shinn, Jr., my dad, who encouraged me to follow my dreams.
    [Show full text]
  • Broadcasting Decision CRTC 2011-160
    Broadcasting Decision CRTC 2011-160 PDF version Ottawa, 7 March 2011 Complaint regarding the broadcast of Bully Beatdown on MTV Canada The Commission finds that the licensee of MTV Canada did not breach the Canadian Association of Broadcasters’ Violence Code by broadcasting the episode of Bully Beatdown in question, and that there is no evidence that this episode should be broadcast only after the watershed hour of 9 p.m. Background 1. In a letter dated 29 April 2009, the Commission received a complaint concerning the program Bully Beatdown, which was broadcast by the specialty service MTV Canada. Since the licensee, MTV (Canada), is a member of the Canadian Broadcasting Standards Council (CBSC), the Commission, in accordance with its usual practice, referred the complaint to the CBSC. 2. On 21 July 2010, the CBSC issued Decision 08/09-1667, decided 1 April 2010 (the CBSC Decision), in which it set out its determinations on the complaint in question. 3. On 22 July 2010, the complainant requested that the Commission review the CBSC Decision. The program 4. Bully Beatdown is a reality program. It is premised on allowing victims of bullying to confront their bullies in a controlled environment. From video submissions provided by bullying victims, a bully is selected and offered the chance to go into the ring and fight a trained Mixed Martial Arts (MMA) fighter. The bully consents to take part, receives training, follows MMA rules, wears protective gear and is offered the chance at a $10,000 cash prize. If the bully wins the fight, he or she receives the cash prize.
    [Show full text]
  • Seiken Tsukai No World Break LN 02
    Seiken Tsukai no World Break Volume 2 Author: Akamitsu Awamura Illustration: refeia Translation: MPT Prologue There exists a Demonic Sword that can only be made manifest by the ‘Man-eater’. There exists an instantaneous transportation technique that can only be used by the ‘Witch of Gates’. Each equally characteristic wildcards. As a general name, the White Knight Order calls them thus — The utterly unique, Origins. 7 | P a g e Haimura Moroha saw a dream of a past life. Outside the window, a blizzard raged. The sky hadn’t been clear in this area for a year. It was as though it had been plunged into a perpetual, freezing hell. In these barren wastes, stood Moroha’s castle. The cold sank deeply into the stone rooms. In this atmosphere, even the fire in the hearth was feeble, and the crackling of the firewood seemed lonely. It seemed as if even the carpet had frozen and it was no different from a stone floor. The cold was like needles, continually piercing the skin. That torture chamber like room was Moroha’s office. With no hope of birdsong, he listened to the empty howling of the blizzard. The breath he exhaled was a pure white. Sat in an office chair, chilled like a casket, Moroha was reading ancient documents. In today’s dream, he was not alone. “I’m cold.” From his legs, a woman’s voice sounded. It was sweet like honey, and tickled the ears like a feather, it was an alluring voice. It was that of a woman with long black hair, sprawled coquettishly into his lap.
    [Show full text]
  • Developing a Curriculum for TEFL 107: American Childhood Classics
    Minnesota State University Moorhead RED: a Repository of Digital Collections Dissertations, Theses, and Projects Graduate Studies Winter 12-19-2019 Developing a Curriculum for TEFL 107: American Childhood Classics Kendra Hansen [email protected] Follow this and additional works at: https://red.mnstate.edu/thesis Part of the American Studies Commons, Education Commons, and the English Language and Literature Commons Recommended Citation Hansen, Kendra, "Developing a Curriculum for TEFL 107: American Childhood Classics" (2019). Dissertations, Theses, and Projects. 239. https://red.mnstate.edu/thesis/239 This Project (696 or 796 registration) is brought to you for free and open access by the Graduate Studies at RED: a Repository of Digital Collections. It has been accepted for inclusion in Dissertations, Theses, and Projects by an authorized administrator of RED: a Repository of Digital Collections. For more information, please contact [email protected]. Developing a Curriculum for TEFL 107: American Childhood Classics A Plan B Project Proposal Presented to The Graduate Faculty of Minnesota State University Moorhead By Kendra Rose Hansen In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching English as a Second Language December, 2019 Moorhead, Minnesota Copyright 2019 Kendra Rose Hansen v Dedication I would like to dedicate this thesis to my family. To my husband, Brian Hansen, for supporting me and encouraging me to keep going and for taking on a greater weight of the parental duties throughout my journey. To my children, Aidan, Alexa, and Ainsley, for understanding when Mom needed to be away at class or needed quiet time to work at home.
    [Show full text]
  • '2009 MTV Movie Awards' Honors Ben Stiller with 'MTV Generation Award'
    '2009 MTV Movie Awards' Honors Ben Stiller With 'MTV Generation Award' Premiering LIVE Sunday, May 31, 2009 at 9pm ET/8pm CT From The Gibson Amphitheatre in Universal City, CA SANTA MONICA, Calif., May 22 -- The 2009 MTV Movie Awards pays tribute to Ben Stiller with the coveted "MTV Generation Award" for his amazing contribution to Hollywood and for entertaining the MTV audience for years. From generation to generation, Ben Stiller has kept fans rolling with laughter since bursting onto the scene in Reality Bites and his early film roles and cult classics such as There's Something About Mary, Meet the Parents, Dodgeball: A True Underdog Story, Tropic Thunder and now this summer's eagerly anticipated Night at the Museum: Battle at the Smithsonian in theaters May 22, 2009. The "MTV Generation Award" is the MTV Movie Awards' highest honor, acknowledging an actor who has captured the attention of the MTV audience throughout his or her career. Past recipients include Adam Sandler, Mike Myers, Tom Cruise and Jim Carrey. Hosted by Andy Samberg, the 2009 MTV Movie Awards will be broadcast LIVE from the Gibson Amphitheatre in Universal City, CA on Sunday, May 31st at 9p.m. ET/8p.m. CT. "From The Royal Tenenbaums to Zoolander, Ben is a comedic chameleon, able to make the leap between drama and full-out comedy while maintaining his own unique brand of subversive humor," said Van Toffler, President of MTV Networks Music/Logo/Film Group. "That versatility and talent has earned him legions of devoted fans over the years which makes him a perfect recipient for the 'MTV Generation Award.' Whether it's fighting a monkey in a museum or licking a decapitated head, nothing is ever off-limits for him and that's the type of warped creative vision and commitment MTV loves to reward." "I am honored to be getting the 'Generation Award,'" said Ben Stiller.
    [Show full text]
  • American Dash One Dashing Eagle Flies Derby Dream
    J J ALL AMERICAN DASH ONE DASHING EAGLE FLIES SEPTEMBER 2012 Q-RACING JOURNAL DERBY DREAM ≤U OCHOA BREAKS EARNINGS RECORD REMEMBERING RARE FORM AN ALL-AROUND CHAMPION R N A L CONTENTS - racing FEATURES 6 ≤uarter Paths: Rare Form 68 L≤HBA Yearling Sale By Christine Hamilton Hip-By-Hip Results A champion 20 years ago who made borders disappear. 76 New Mexico-Bred Sale 14 ≤uarter Chatter Hip-By-Hip Results 18 Making Runners By Richard Chamberlain 84 Ruidoso Select Sale Follow along with 2-year-olds on the track. Hip-By-Hip Results Part of a continuing series 22 Golden Thoughts 2012 STATISTICS By Andrea Caudill 92 Race Leaders by Category Check My Thoughts comes through in the Golden State Derby. 93 Grade 3 and Ungraded Stakes Charts 26 Eagle’s Flight 107 Grade 1 and Grade 2 By Journal staff Stakes Charts California-based One Dashing Eagle invades journal New Mexico to score in the sport’s richest race. 108 Leading Sires by Money Earned 32 All American Leader 109 Leading Sires by Winners By Journal Staff 110 Leading Sires by 2-Year-Old Ochoa becomes racing’s all-time earnings Money Earned leader after winning the All American Derby. 111 Leading Sires by 38 Mountain Highs 2-Year-Old Winners By Andrea Caudill 112 Leading Sires by Distances Prices were up at the Ruidoso Select Sale. 117 Leading First-, Second- 42 New Mexico Flavor and Third-Year Sires By Andrea Caudill 120 Leading Broodmare Sires New Mexico-Bred Sale shows positive numbers. by Money Earned 50 Blach Party 121 Leading Broodmare Sires by By Richard Chamberlain 2-Year-Old Money Earned Dr.
    [Show full text]
  • Pynchon's Sound of Music
    Pynchon’s Sound of Music Christian Hänggi Pynchon’s Sound of Music DIAPHANES PUBLISHED WITH SUPPORT BY THE SWISS NATIONAL SCIENCE FOUNDATION 1ST EDITION ISBN 978-3-0358-0233-7 10.4472/9783035802337 DIESES WERK IST LIZENZIERT UNTER EINER CREATIVE COMMONS NAMENSNENNUNG 3.0 SCHWEIZ LIZENZ. LAYOUT AND PREPRESS: 2EDIT, ZURICH WWW.DIAPHANES.NET Contents Preface 7 Introduction 9 1 The Job of Sorting It All Out 17 A Brief Biography in Music 17 An Inventory of Pynchon’s Musical Techniques and Strategies 26 Pynchon on Record, Vol. 4 51 2 Lessons in Organology 53 The Harmonica 56 The Kazoo 79 The Saxophone 93 3 The Sounds of Societies to Come 121 The Age of Representation 127 The Age of Repetition 149 The Age of Composition 165 4 Analyzing the Pynchon Playlist 183 Conclusion 227 Appendix 231 Index of Musical Instruments 233 The Pynchon Playlist 239 Bibliography 289 Index of Musicians 309 Acknowledgments 315 Preface When I first read Gravity’s Rainbow, back in the days before I started to study literature more systematically, I noticed the nov- el’s many references to saxophones. Having played the instru- ment for, then, almost two decades, I thought that a novelist would not, could not, feature specialty instruments such as the C-melody sax if he did not play the horn himself. Once the saxophone had caught my attention, I noticed all sorts of uncommon references that seemed to confirm my hunch that Thomas Pynchon himself played the instrument: McClintic Sphere’s 4½ reed, the contra- bass sax of Against the Day, Gravity’s Rainbow’s Charlie Parker passage.
    [Show full text]
  • Hannah Godwin Dissertation
    AMERICAN MODERNISM’S GOTHIC CHILDREN by HANNAH GODWIN A DISSERTATION Presented to the Department of English and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy June 2017 DISSERTATION APPROVAL PAGE Student: Hannah Godwin Title: American Modernism’s Gothic Children This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of English by: Mark Whalan Chairperson Paul Peppis Core Member Mary Wood Core Member Ernesto Martinez Institutional Representative and Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2017 ii © 2017 Hannah Godwin iii DISSERTATION ABSTRACT Hannah Godwin Doctor of Philosophy Department of English June 2017 Title: American Modernism’s Gothic Children This dissertation delineates a range of literary endeavors engaging the gothic contours of child life in early to mid-twentieth century America. Drawing fresh attention to fictional representations of the child in modernist narratives, I show how writers such as William Faulkner, Djuna Barnes, Jean Toomer, Eudora Welty, and Katherine Anne Porter turned to childhood as a potent site for negotiating cultural anxieties about physical and cultural reproduction. I reveal the implications of modernist technique for the historical formation of American childhood, demonstrating how these texts intervened in national debates about sexuality, race, and futurity. Each dissertation chapter adopts a comparative approach, indicating a shared investment in a specific formulation of the gothic child. Barnes and Faulkner, in creating the child-woman, appraise how the particular influence of psychoanalysis on childhood innocence irrevocably alters the cultural landscape.
    [Show full text]