1) The document analyzes themes of identity, racism, classism, and privilege in the novel Little Fires Everywhere. It discusses how the characters' social identities influence their experiences and advantages. 2) Racism is revealed through the conflict introduced by Mia and Pearl's arrival in the town. Examples show attempts to ignore race through "colorblindness" but how racism still impacts situations like the custody court case. 3) Classism also affects characters, as Bebe is deemed unfit due to her lower class status while Linda McCullough's wealth makes her seem like a better parent regardless of being non-biological.

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Little Fires Everywhere Capstone
Jenna Buggs, Jonah Duyvelaar, Chloe Glass, Sarah, Miller, Emily Noone
University of Georgia
HDFS 4330: Diversity in Human Development
Melissa Landers-Potts
December 14, 2020

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Introduction
The novel, Little Fires Everywhere by Celeste Ng, presents a story of a community,
newcomers introduced, and a shocking event that shatters their perfect life revealing the
abundant prejudices and disadvantages that exist beneath the surface. When the reader is first
introduced to Shaker Heights, it is presented as a utopia in which everything exists in perfect
order and the people reside in harmony (Ng, 2017). However, when Pearl and Mia move into
town, a conflict dealing with race and class is introduced. As a result of this conflict, the
identities of the characters are emphasized, issues of classism and racism are highlighted, and the
systematic advantages of privilege are exposed. Considering these factors, the painting we made
demonstrates how the components of racism, classism, and privilege interact to form the social
identities of prejudice versus privilege.
Identity
To begin with, identity is defined as the set of characteristics that make an individual
recognizable to a particular group (Kirk & Okazawa-Rey, 2013). Considering this, several social
identities include race, gender, and socioeconomic status. These socially constructed identities
are often used to justify the disadvantages of marginalized groups and the advantages of
privileged people (Adams, 2013). Therefore, while Bebe identifies as a Chinese woman of low
socioeconomic status, Linda McCullough and Elena Richardsons are white women of high
socioeconomic status. As a result of the intersectionality of multiple systems of oppression that
Bebe faces, Linda reaps the advantages of the disempowerment of Bebe, a member of the
targeted group (Hardiman, R. et al., 2013). The importance of these identities is seen further by
the court case that is ultimately a race issue (Ng, 2017). For example, the McCullough’s win the
court case for custody of Mirabelle because they have a steady income and a safe home, are

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financially secure, and have access to medical resources (Ng, 2017). Despite the fact that Bebe is
her biological mother and has improved her current financial state, her class and race are a
barrier to being viewed as reliable and stable (Ng, 2017). Therefore, this project highlights two
separate identities, privileged and prejudiced, reaching towards each other but separate, unable to
unite.
Racism
Due to the social identities of the characters, the conflict of racism is revealed. Racism is
defined as “a set of institutional, cultural, and interpersonal patterns and practices that create
advantages for people legally defined and socially constructed as white” (Castañeda and Zúñiga,
2013, p.59). Several quotes from the novel concerning racism fill the prejudice hand. While
attempts have been made to alleviate the social construct of race by ignoring it altogether
through a concept known as colorblindness, this ideology proposes treating people equally by
disregarding race, culture, or ethnicity (Williams, 2011). Colorblindness is shown on several
accounts in the novel, such as when the Richardson children are having a conversation about
race. Lexi states how thankful she is that people do not see race in Shaker Heights and
emphasizes that skin color does not say anything about you, because she, a white female, has an
African American boyfriend (Ng, 2017). However, Moody does not hesitate to respond with,
“Everyone sees race. The only difference is who pretends not to” (Ng, 2017 p. 42).
There are many people who pretend to not see race during the Chow v. Cuyahoga County
court case. The case is centered around who should have custody over the Chinese American
infant—her Chinese biological mother who wants a second chance, or a white family, the
McCulloughs, who have raised her for the past year. The McCullough’s neighbor states that Mrs.
McCullough would be a wonderful mother to the child because, “She does not see a Chinese

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baby. All she sees is a baby, plain and simple” (Ng, 2017 p. 152). Colorblindness is displayed in
this instance because the baby is a Chinese baby and the McCullough’s supporters are
overlooking the fact that if custody is given to the McCulloughs, the baby would live a very
different life that may overlook the culture she came from. Furthermore, Mr. McCullough
mentions wanting the Chinese infant to grow up like an average American girl (Ng, 2017 p.
153). In this instance, the McCulloughs and their supporters are trying not to see race as a barrier
to parenthood, while also ignoring the fact that the infant’s biological mother could have given
her a childhood that taught her more about her ethnicity and culture, which is very meaningful to
one’s identity. Therefore, there are countless examples in which the citizens attempt to ignore
race.
Classism
Not only is the issue of racism revealed in this novel, but classism is also a concern.
Classism is referred to as the disparities stemming from an individual’s social class that result in
inequality regarding the advantages and disadvantages that the characters experience in Shaker
Heights (Adams, 2013). The prejudice and privilege hands are also filled with several quotes that
demonstrate classism in the novel. The reaction and responses Bebe received from others after
leaving her daughter at the fire station and coming back to fight for custody is a clear example of
classism. Bebe is deemed to be an unfit mother because she does not have a significant amount
of wealth and resources in comparison to the McCulloughs. She is in fact judged for abandoning
her daughter when she should have received sympathy and support, considering her unfortunate
situation. On the other hand, Linda McCullough is seen as good and normal due to her wealth
and high authority position (Hardiman, R. et al., 2013). Thus, this specific situation provides
justification for social oppression.

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Moreover, classism is an important theme to recognize in this novel. It is represented in
our creative project by relating to both prejudice and privilege, which go hand in hand. Classism
is discrimination due to social class which involves individual attitudes and behaviors. This
prejudice mindset is created through the privileges certain individuals and families have in the
Shaker Heights community. Based on an individual’s class, they are gifted with certain
advantages that inevitably shapes their experiences and mindset. Therefore, is it important to
emphasize education and do our best to refrain from ignorance as several people in Shaker do.
Privilege
As a result of classism and racism issues, the systemic advantages of privilege become
obvious. In our project, a whole hand is dedicated to privilege, or the idea that individuals think
something of value is denied to others simply because of the social group that they belong to
(Adams, 2013). Due to these biased beliefs, some groups are elevated while others are
disempowered. We see in this book the vast difference between the lifestyle of the Richardson
family and how Pearl grew up. Pearl envies Lexi’s clothes, car, house, and even her structured
life whereas Lexi secretly envies Mia, Pearl’s warm and understanding mother. Elena
Richardson grew up in the Shaker community with high expectations to go to college, have a
reputable career, marry well, and have children all while keeping the perfect image of her
privileged life.
Privilege affects our financial future as “a young person with wealth gives us an
unspoken advantage; gives us access to powerful networks (jobs, housing, and business),
exclusive formal association, and tells us about possible opportunities so we can act on them”
(Pittelman, 2013, 9. 221). Many of these connections that the Richardsons, along with many
other white families, experience come with privilege to help recipients get into renowned

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colleges, secure financially comfortable jobs, and reside in safe neighborhoods. The Richardsons
experience many levels of privilege that they may not even know they have. This is often seen in
passive acceptance where they are “unaware of the degree to which their thoughts, feelings and
behaviors reflect the dominant group ideology” (Hardiman, R. et al., 2013) For example, the
pressure to be expected to go to expensive colleges, such as Yale, is a huge privilege as Pearl
does not know if she is able to go to college. Ultimately, the Richardson children are born into
privilege and seem to seek the comfort and love that Pearl has in Mia, and in contrast, Pearl
seeks the privilege and structure that embodies Elena Richardson.
Conclusion
In conclusion, classism, racism, and privilege collaborate with one another revealing the
social and cultural importance of social identities. This novel highlights the fact that there is no
way to transcend beyond race, but it must be acknowledged. It is important to consciously work
to eradicate the disproportionate life circumstances that racism and classism create (Castañeda
and Zúñiga, 2013). As seen in the novel, Bebe is automatically deemed as unfit to be a mother
due to her minority race and class. Many members of the community assume that Mirabelle
would be perfectly happy in the McCullough home because she would have money and
resources. However, one’s class and race should not define their level of happiness in their
circumstances. With the eruption of the controversial court case, some individual’s eyes become
open to their colorblind reality. Rather than accepting their privileged state, they desire to reach
out and help the disadvantaged minority. Therefore, the case sparked a fire that could embark
change and new growth (Ng, 2017). However, some privileged individuals, like Elena, view this
fire as a dangerous thing to be carefully controlled (Ng, 2017). As a result, the fire looms in
between the privileged and prejudiced threatening the unity of the two worlds.

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References
Adams, M. (2013). Classism. In M. Adams, W. J. Blumenfeld, C. Castañeda, H. W. Hackman,
X. Zúñiga, & M. L. Peters (Eds.), Readings for diversity and social justice (pp. 141-156).
Routledge.
Castañeda, C. & Zúñiga, X. (2013). Racism. In M. Adams, W. J. Blumenfeld, C. Castañeda, H.
W. Hackman, X. Zúñiga, & M. L. Peters (Eds.), Readings for diversity and social justice
(pp. 323-329). Routledge.
Hardiman, R., Jackson, B., & Griffin, P. (2013). Conceptual Foundations. In M. Adams, W. J.
Blumenfeld, C. Castañeda, H. W. Hackman, X. Zúñiga, & M. L. Peters (Eds.), Readings
for diversity and social justice (pp. 26-35). Routledge.
Kirk, G. & Okazawa-Rey, M. (2013). Identities and Social Locations. In M. Adams, W. J.
Blumenfeld, C. Castañeda, H. W. Hackman, X. Zúñiga, & M. L. Peters (Eds.), Readings
for diversity and social justice (pp. 9-15). Routledge.
Ng, C. (2017). Little fires everywhere. Penguin Press.
Pittelman, K. (2013). Deep Thoughts About Class Privilege. In M. Adams, W. J. Blumenfeld, C.
Castañeda, H. W. Hackman, X. Zúñiga, & M. L. Peters (Eds.), Readings for diversity and
social justice (pp. 221-225). Routledge.
Williams, M. (2011). Colorblind Ideology Is a Form of Racism.
https://www.psychologytoday.com/us/blog/culturally-speaking/201112/colorblind-
ideology-is-form-racism.

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