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57 pages 1 hour read

Drew Gilpin Faust

Necessary Trouble: Growing Up at Midcentury

Nonfiction | Autobiography / Memoir | Adult | Published in 2023

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Themes

The Intersection of Class, Race, Gender, and Privilege

In Necessary Trouble, Faust describes a childhood full of frustration and anger at the injustices the author faced for being a girl. However, as Faust grew up, she realized that others faced far greater injustices. Throughout the book, Faust illustrates how the inflexible social categories of the 1950s required compliance from everyone, limiting and restricting the freedom of even the most privileged members of society.

As a girl, Faust was hyperaware of gender expectations. She saw her brothers being treated differently than her and being held to different standards. She recognized the “unfairness” of these socially-defined categories and constantly rebelled against her mother’s attempts to make her into “a lady.” However, as Faust grew up, she began to realize that privilege related to class and gender is not always black and white. While detailing her family history, Faust describes how the women in her family “could not evade the constraints that [their] era’s gender expectations placed upon [them]” (36). Despite their high socioeconomic status, her mother and grandmother defined themselves as homemakers, wives, and mothers, with her mother giving up her work upon marriage and her grandmother rejecting the opportunity to pursue a post-secondary education.

While the men in her family enjoyed greater freedom, definitions of manhood were no more flexible, demanding action based on “deeply held convictions about who they must be as men” (37). Generations of men in her family were compelled to fight in wars; however, when the draft threatened young American men during the Vietnam War, Faust notes that her gender was “the best and most absolute and permanent draft deferment” (276), granting her the privilege of safety. These experiences helped Faust to realize the ways in which traditional masculinity could also limit and disadvantage men.

As Faust became aware of the construction of race in the United States, she understood a deeper level of injustice, adding further nuance to her concepts of fairness and privilege. She began understanding how she benefitted from white supremacy and felt compelled to challenge these systems. Like the restrictions of gender roles, Faust describes how “segregation circumscribed the freedom of both whites and Blacks” (225). As a white person, Faust was not allowed “to violate the taboos that governed racial interaction in the South” (225) and was subject to abuse while in the company of Black people. She argues that inflexible social categories oppress and limit society because everyone is compelled to uphold them. The “constraints of custom and conformity” serve to “[deform] and [diminish]” (113) individual opportunity and expression.

In these ways, Necessary Trouble explores how various forms of privilege and oppression can operate in different contexts, with Faust simultaneously facing disadvantages due to her gender and enormous privileges thanks to her wealth and whiteness. As she grows into adulthood, Faust learns to recognize how complicated ideas of oppression and privilege can be.

The Impact of Historical Events on Personal Development

Necessary Trouble is a coming-of-age story set during the turmoil and social upheaval of the 1960s. As a historian, Faust is interested in “the broad sweep of ideas and social forces” (305) and their effect on individual lives. Her memoir is thus an examination of the choices she made as a young woman and how those choices were shaped by her historical circumstances.

From a young age, Faust began to understand how social forces from the past “[created] silences and blindnesses that undermined human possibility” (305). She felt both a personal and professional commitment to address these injustices because she saw the consequences of history in her daily life, both with the efforts to limit her based on her gender and to keep Black people in a place of subordination. These social structures are directly related to the misrepresentation of history, specifically the romanticization of the Civil War and the pre-war South.

In describing her family history, Faust details the various historical events that shaped her family tree, particularly the wars in which her male family members fought. War, she argues, “changes societies and even worlds, so that looking back we often define eras by their temporal relationship to military combat” (37). Even the name of Faust’s baby boomer generation “identifies [her] as the direct product of war” (37). She describes how Black soldiers fighting injustice abroad in World War II returned to the United States determined to combat discrimination at home.

Faust argues that the Montgomery bus boycott was “the almost immediate outcome of the war” (102). World War II provided the impetus for the civil rights movement, which sparked Faust’s growing self-awareness and understanding of the unjust social structures around her. Faust’s urge toward rebellion was again boosted by the Cold War, which left Faust questioning the stark binaries of East/West and freedom/oppression.

Faust describes coming of age in the 1960s as “like walking on the edge of a precipice” (307). Faust argues that her generation had “more at stake” than previous ones and “[a]n accumulation of often casually made choices could lead to disaster” (307). Between recreational drug usage, new sexual freedoms, and increasingly violent antiwar protests, young people faced a host of new experiences with no one they could turn to for guidance. Faust thus depicts this era as creating a generation that rebelled against the traditional strictures of post-war society while struggling to find a path forward to build a better world for themselves.

The Important Role of Education

Through the story of Faust’s childhood, adolescence, and young adulthood, Necessary Trouble chronicles the effect of education on Faust’s life. Contrasting her own experience against that of previous generations of women in her family, Faust argues that education was “so important in enabling [her] to examine [her] own life and alter its contours and possibilities” (36). Faust asserts that education enables individuals to recognize the systems and structures that make up society, creating an awareness that helps social change.

Faust excelled academically from a young age, contradicting the era’s gender expectations. Neither her mother nor her grandmother showed an interest in pursuing academics, even though her grandmother was offered the opportunity to pursue post-secondary education. Instead, both her grandmother and mother defined themselves by the status of housewives and society ladies common in their socioeconomic class. Faust describes their perspective that “it was not only dangerous for girls to have good minds, it was unnecessary—even wasteful” (30-31) because many theorists of the day believed intelligence came at the cost of femininity. Her grandmother, Isabella, proved herself a capable student but “looked down” on women who pursued an education instead of becoming ladies. Faust’s mother likewise found her daughter’s academic inclinations both baffling and “unsettling.”

When discussing her mother, Faust argues that Catharine’s “lack of education and of capacity for systematic self-reflection did much to imprison her within a set of expectations that she could neither change nor realize” (36). Catharine and Isabella’s stilted academic development prevented them from creating their own sense of self or existing outside of the opportunities their socioeconomic class presented them. Instead, these women embraced the “performance” of their prescribed gender roles at the cost of their happiness and fulfillment.

Faust describes the importance of representation in discovering the possibility for futures outside of becoming a wife and mother. She expanded her worldview and her frame of reference for female achievement through reading. She cites the Nancy Drew mystery series and The Diary of Anne Frank amongst her influences, claiming that they provided female role models for her that were more active and intellectually engaging than the women she knew in her real life. Her own education exposed Faust to different realities, allowing her to entertain new possibilities for her future. It forced her to “confront the limits of [her] own thinking” (194) and develop “the language and insight to mount a systematic challenge to the world” (243). Faust thus credits her education with helping her to lead a more ambitious life than the one her mother envisioned for her.

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