Analysis Of Gwendolyn Brooks 'Poem We Real Cool'

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Gwendolyn Brooks poem, We Real Cool, was written in the midst of the Civil Rights Movement and racial tensions that existed during the 1960s. During this time period many African Americans were constantly rejected from possessing basic human rights and becoming sufficient members of society. Brooks poem reflects how while facing constant scrutiny and prejudice from their white counterparts, much of the African-American youth struggled to discover their identity, questioning their roles in society. Due to the institutionalized racism that hindered many individuals of color from attaining a steady education, a sense of urban hopelessness sprouted as many melanin-riched students were pushed out of the classrooms and into the streets. During this …show more content…
During these lines, she writes that the boys “sing sin” and “thin gin.” The word sing possesses a positive connotation, as it is meant to promote, endorse, and emotionally express a harmonious sound. Often times singing is associated with expressing a delicate and desirable sound, pleasing a massive group of people. In many cases, individuals are receptive to singing because it serves a unifying art form for the audience and the individual performing. Unfortunately, Brooks creates an oxymoron with her statement because the word “sin” serves as the evil actions the boys have been performing. Sin is often times condemned with actions that are morally unjust within society. By stating that they “sing sin” indicates that the boys find enjoyment and amusement in expressing their wrongful, mischievous behavior. The next line, stating “We thin gin” illustrates an example of the “sin” Brooks is referring to: drinking alcohol. Brooks states that boys “thin gin,” using the word “thin” to implicate drinking “gin”, an extremely popular alcoholic beverage during the mid 20th century. This imagery connotes that the boys do more than simply commit crimes, they also consume alcohol at an underage, constructing the idea that these dropouts live in a world of sin. Brooks imagery and suggestuve details assert the idea that the lack of educational resources they have been exposed to has seemingly pushed them out of school, leading them to willingly enter negative realms of the

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