How we cite our quotes: (Part.Chapter.Paragraph)
Quote #7
The band teacher knew I had more experience than anyone else competing that year. He told me so. But he was afraid to use me. He had to go speak to the board about it, and to some of the parents, to see if it was allowable for an Oriental to represent the high school in such a visible way. (2.21.4)
So… as long as "an Oriental" represents the high school without showing his or her face, things are copacetic? What does that mean?
Quote #8
At one point I thought I would like to join the Girl Scouts. A friend of mine belonged, that blond girl who had commented on my reading….
"Can I belong?" I asked, then adding as an afterthought, as if to ease what I knew her answer would have to be, "You know, I'm Japanese."
"Gee," she said, her friendly face suddenly a mask. "I don't know. But we can sure find out. Mama's the assistant troop leader."
And then, the next day, "Gee, Jeannie, no. I'm really sorry." (2.19.10-13)
This passage kind of confirms what people say: all that racism has to come from somewhere and it can start with the parents. But what's more interesting here is how Jeanne announces her Japanese identity as a way of bringing the possibility of racism out into the open. Is she trying to protect herself by making it seem as if she's cool with a rejection based on her race?
Quote #9
"They're trying to stuff the ballot box," he whispered loudly. "They're fudging on the tally. They're afraid to have a Japanese girl be queen. They've never had one before. They're afraid of what some of the parents will say." (2.21.13)
"They"—as in the teachers at Jeanne's San Jose high school—are scared of the parents. Sound familiar? That's what her band teacher in Long Beach was scared of too—the PTA. This whole interaction reveals who actually has power in the education system and who decides whether or not a Japanese girl can be queen. Good thing the students have a voice too since they're clearly on Jeanne's side on this one—after all, they voted for her.