To Be Black, Female, and Literate: A Personal Journey in Education and Alienation

Leonie C. R Smith’s Autobiography entitled To be Black, Female, and Literate tells the story of Smith’s educational journey and the trials and obstacles that she faced while acquiring an education. Her journey to become a multilingual literate Black woman began on the island of Antigua, where she worked hard to become an academically successful black woman. Impelled by her desire not to suffer under the victimization of those more literate, like her grandmother, Smith worked hard at a young age to overcome every obstacle she faced. Obstacles such as losing her mother at a young age, her birth home burning down, and her father after years of depression leading up to her mother’s death, leaving his children and remarrying again in the states.

Smith seemed to have a determination that couldn’t be killed no matter her circumstances. Principles imparted on her by her parents who laid the foundation to continue despite present circumstances. This foundation helped her reach her goals and excel at an early age. An example of such excellence was displayed after Smith explained that “The classes were divided into As and Bs in primary school, from infant 1 (kindergarten) to Junior 5 (6th or 7th grade). The A classes were for the students who were considered to be academically gifted, and the B classes were for those students who did not fare as well academically. I remember always being in the A classes, and I always came in first, second, or third place within the class.” (Smith, 187).

So why exactly is this quote so important to this literary essay? This is because despite Smith's early success in life and determination to let nothing distract her, she became a successful, literate, black woman. It was not until her matriculation through secondary school and college that for the first time in her life faced the brunt of discrimination and the ridicule in which it bought. Smith was unprepared for the struggles in which she now faced and unfortunately because of this, her grades suffered. For the first time in Smith’s life she not only failed her courses, but she also learned an important life lesson. Smith had learned that no matter the time and energy she dedicated to excelling at school, her race couldn’t be avoided she was an African American and now had to prove herself as a black, literate female.

In addition, Smith’s constant desire to compare herself to “Tee," the main character of Merle Hodge’s (1970) Crick Crack Money narrative shows Smith’s desire to pacify herself and show that although things were difficult they could have been worse. Smith's pursuit to be literate could have been similar to "Tee's" and the racial discrimination she faced. Sadly, Smith is caught off guard due to her present circumstances and the “experiences of involvement or alienation can directly or indirectly affect the performance and success not only of students, but faculty as well (Smith 1991).”

In conclusion, Smith reveals that her matriculation through secondary school and college helped her to not only become a multilingual, literate Black woman, but through these trials and struggles she became a strong, intelligent, black women who was not only aware of herself but also the world around her.