chasing the american dream essay

Chasing Dreams: A Critical Examination of the American Dream Essay

Dear students, embark on a thought-provoking journey as we delve into the complexities of the American Dream in this meticulously crafted essay. Tailored for learners of all classes, this piece navigates the nuances of aspirations, opportunities, and challenges that define the elusive concept of the American Dream.

Essay (adsbygoogle = window.adsbygoogle || []).push({}); On American Dream: An Argumentative Exploration of Pursuit and Reality

In the tapestry of American ideals, the concept of the American Dream looms large, promising a narrative of boundless opportunities and upward mobility. As F. Scott Fitzgerald aptly noted, “So we beat on, boats against the current, borne back ceaselessly into the past.” This essay seeks to unpack the layers of the American Dream, acknowledging its allure while critically examining the disparities between the promise and the reality. Beyond the rhetoric, we navigate the complex landscape of dreams, hopes, and societal expectations that shape the American narrative.

On the positive side, the American Dream has been a driving force behind innovation, entrepreneurship, and social progress. It motivates individuals to strive for success, pushing the boundaries of human potential. For instance, countless stories of immigrants achieving prosperity and social mobility attest to the transformative power of the American Dream. The dream serves as a beacon, inspiring individuals to overcome challenges and carve out a better future for themselves and their families.

However, the cons emerge as the gap widens between the dream’s promise and the reality for many. Economic disparities, systemic inequalities, and limited access to opportunities create barriers that hinder the realization of the American Dream for certain demographics. The cons are evident in the persistence of social mobility challenges, where one’s socioeconomic background often determines the trajectory of their aspirations. The dream becomes elusive when structural obstacles limit the upward mobility of individuals, challenging the notion of an equal playing field.

Moreover, the commodification of the American Dream in popular culture and media adds a layer of complexity. On one hand, the dream is celebrated as a symbol of hope and resilience. On the other hand, the romanticized portrayal of success can contribute to unrealistic expectations and a sense of failure for those who do not achieve the stereotypical markers of success. The cons lie in the potential disillusionment that arises when the pursuit of the American Dream becomes a one-size-fits-all narrative, neglecting the diverse paths to fulfillment and happiness.

In concluding our exploration of the American Dream, let us recognize the multifaceted nature of this concept. While it has served as a catalyst for ambition and progress, the dream’s realization remains elusive for many. As students and participants in the American narrative, we hold the power to critically examine and reshape the contours of the dream. In the spirit of Fitzgerald’s reflection on the ceaseless pursuit, let us strive for a collective future where the American Dream transcends its limitations, embracing a vision of opportunity and prosperity that is truly accessible to all.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

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Chasing the Dream: Researching the Meaning of the American Dream

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In “ Paradox and Dream ,” a 1966 essay on the American Dream, John Steinbeck writes, “For Americans too the wide and general dream has a name.  It is called ‘the American Way of Life.'  No one can define it or point to any one person or group who lives it, but it is very real nevertheless.”  Yet a recent cover of Time Magazine reads “The History of the American Dream – Is It Real?”  Here, students explore the meaning of the American Dream by conducting interviews, sharing and assessing data, and writing papers based on their research to draw their own conclusions.

Featured Resources

• The American Dream Project : This assignment sheet, which is directed to students, explains the three-part nature of this project and paper.
• Steinbeck John. American and American and Selected Nonfiction . Susan Shillinglaw and Jackson J. Benson, eds.  New York: Penguin Books, 2012: In this 1966 essay, Steinbeck presents a picture of Americans as paradoxical and asks if the American Dream is even possible.  An edited version of this essay can be found at http://politicalsystems.homestead.com/ParadoxAndDream.html
• Sidel, Ruth. On Her Own: Growing Up in the Shadow of the American Dream .  New York: Viking, 1990: Sidel explores the impact of the American Dream on young women in the 1980’s and 1990s.

From Theory to Practice

In her book Genre Theory:  Teaching, Writing, and Being , Deborah Dean describes writing “mini-ethnographies,” saying, “Ethnography is a way to look at a culture; Wendy Bishop describes it as ‘a representation of the lived experience of a convened culture’ (3).  Reiff, citing Beverly Moss, explains that ‘the main purpose of the ethnographic genre is ‘to gain a comprehensive view of the social interactions, behaviors, and beliefs of a community or a social group’’”(“Meditating” 42).  This lesson allows students to explore this idea of shared beliefs within a culture and to then use genuine research (one-on-one interviews) to produce a paper that examines the shared belief in the American Dream.  As Dean states, “…conducting research for ethnography requires students to use genres for authentic purposes, which provides them with clear connections between genres and contexts and helps them see genres as actions more than forms.”

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• “Paradox and Dream” in America and Americans by John Steinbeck
• “The New American Dreamers” (particularly pp. 15-25) in On Her Own – Growing Up in the Shadow of the American Dream by Ruth Sidel
• " Keeping the Dream Alive – The American Dream: A Biography ” by Jon Meacham
• “ The American Dream: Is it slipping away? ” (September 27, 2010): This article examines the results of an ABC News Poll on the validity of the idea of the American Dream today.
• “ Waking Up From American Dreams ” (February 12, 2010): This short article explores contemporary cultural connections to the American Dream and the effect of class on the Dream.
• “ In a Sour Economy, What Happens to the American Dream? ” (May 7, 2009): This article explores how the definition of the America Dream changes in the time of a recession.
• A sample student paper and a sample student interview (audio) are included for teacher reference.
• “ The American Dream Project ” assignment sheet for students
• Discussion starters - sample questions for “The New American Dreamers”
• Sample Interview Questions
• Sample Student Paper

This website, The Martha Heasley Cox Center for Steinbeck Studies, is a university archive focusing on Steinbeck’s life and work and offering a variety of materials for teacher interesting in teaching Steinbeck’s work .

This article discusses how the idea of the American Dream has changed society and  traces the history of the American Dream.

Preparation

• Familiarize yourself with the concept of the American Dream and its history.  An excellent resource is “ Keeping the Dream Alive ” by Jon Meacham ( Time , July 2, 2012 Vol. 180  No.1).
• Prepare student copies or plan access to the two readings listed above by Steinbeck and Sidel and prepare discussion starters.  ( Sample starters for the Sidel reading are included.)
• Make class copies of the assignment sheet The American Dream Project .
• Determine the appropriate number of groups to divide the class into.  ( Note: there should be a minimum of 4 students per group, but 5-7 is optimal.  If class size is too small to allow for six groups, one for each decade 1950 – present, it is best to omit the most recent decade where interviewees often offer less material.)

Student Objectives

Students will:

• develop an understanding of the meaning of the concept the American Dream through readings, discussion, and authentic research.
• practice interviewing skills, including formulation of questions, listening and response skills, and notetaking.
• learn to work cooperatively with other students to pool data and draw conclusions.
• demonstrate the ability to present thoughtful and well-documented conclusions in a formal paper.

Session One

• Ask students to define “the American Dream.”  Brainstorm as a class, listing on the board all ideas, words, and phrases that students offer. (Examples: financial security; a home, a job, two kids and a dog; happiness; freedom to do and be what you want; being better off than your parents; a house with a white picket fence; being able to pursue your dreams, the chance to succeed, etc.)
• Is the idea of the American Dream unique to Americans, or is it a “Human” Dream?
• Do you believe the American Dream has changed over time?  If so, how?
• Do all US citizens have equal opportunities to achieve the American Dream?  What do you based your opinion on?
• Is the belief in the American Dream necessary to society?  Why/why not?
• How do you personally define the American Dream?
• Read aloud in class Steinbeck’s “ Paradox and Dream ” from America and Americans .
• Immediately after the reading, ask students to freewrite briefly about their reactions to the piece, focusing in particular on what Steinbeck says about the American Dream.
• Ask students to share their freewrites.  Use their responses to refine the definition and meaning of the American Dream on the board.  (Note: The term “The America Dream” was first coined by James Truslow Adams in his book The Epic of America in 1931.)  Although there is no one definition of the American Dream, students often come to the conclusion that it is the freedom and opportunity to achieve one’s goals through hard work.
• Ask students to read Ruth Sidel’s “The New American Dreamers” before the next session.

Session Two

• If students were able to read the Sidel piece for homework, begin class with a discussion of “The New American Dreamers”  (see attached discussion starters ).  If students were not able to read the piece for homework, share it with them in class.
• “Professional success is important to women today.”
• “The old dream of a husband and a family isn’t important to all women anymore.”
• “If I ever do get married, I want my relationship to be 50-50.  I don’t want to be the only one responsible for taking care of the house and kids.”
• “Money and independence are really important to women now.”
• “Women can do and have whatever they want, just like men."
• “…she is convinced that if she plans carefully, works hard and makes the right decisions, she will have success in her chosen field; have the material goods she desires; in time marry if she wishes; and, in all probability, have children.  She plans, as the expression goes, to ‘have it all.’”  (p.15)
• “No matter what class they come from, their fantasies are of upward mobility, a comfortable life filled with personal choice and material possessions.” (p. 18)
• “A key message that the New American Dreamers are both receiving and sending is one of optimism—the sense that they can do whatever they want with their lives.” (p. 24)
• “To many of them, an affluent life-style is central to their dreams; they often describe their goals in terms of cars, homes, travel to Europe.” (p. 27)
• Invite students to share their freewrites.  Use their responses to continue to refine the definition and meaning of the American Dream.  Ask students to compare Sidel’s conclusions with Steinbeck’s comments on the American Dream
• Discuss the format and voice of the Sidel piece.  Ask students to point out how she uses specific data from interviewees to draw her conclusions.  Have students note how she implements direct quotations from the interviews to illustrate specific points.
• Introduce students to the idea that they will be conducting their own interviews on the meaning of the American Dream.  Explain to them that they will be choosing interview subjects who represent particular decades from the 1950’s to the present.
• Pass out The American Dream Project assignment sheet and read it aloud with students.  Note in particular the three stages of the paper: interview summary, conclusions on a decade, and personal reflection.
• Discuss the idea of coming of age (i.e. the time when a person becomes independent of his/her parents) to make sure that students understand the concept.
• For homework, ask students to make a brief list of people they know who came of age in each particular decade (1950’s to the present).  These should be people they would be able to interview, preferably in person though possibly in a phone conversation.  Students may not be able to come up with a person(s) for each decade; however, this list will help to expedite student choices in the next class session.

Session Three

• Choose decade groups, using the lists of potential interviewees which students created for homework.  This works best if students have input into choosing which decade they will interview a person from.  Remind students that they do not have to know their interviewee well, and that in fact, in most interview situations, the interviewer does not know the interviewee.   Be sure to have an equal number of people in each decade group so that they all have roughly the same amount of material to work with.
• Brainstorm a short list of possible interview questions (see attached sample list ), and discuss strengths and weakness of potential questions.  (Note:  Remind students that, when interviewing, they should not follow the list precisely but instead allow the interview to “take on a life of its own.”  This is a reason for creating a fairly short list of questions so that students have to take the initiative to come up with questions suitable for their particular subject.)
• If necessary, suggest that students refer back to “The New American Dreamers” to see questions Sidel asked interviewees and how questions built upon one another.
• Review with students general guidelines for conducting an interview (i.e. courtesy, concerns about confidentiality/anonymity, use of tape recorders, etc.).  If necessary, allow students to “practice” mock interviews with one another.  Addtionally, you may choose to share the sample student interview (audio) with the class so that students have a better understanding.
• Remind students of the specific date when the two-page interview must be completed and brought to class (see assignment sheet ).  Emphasize the importance of having the paper in class on that day since students will be sharing their data.

Session Four

• Ask students to sit in small groups according to decade (i.e. the 1950’s group includes those students who interviewed someone who came of age in the 1950’s).
• Ask each student to read the interview portion of the paper aloud to the group while other group members take notes on what they hear.  After each group member has read his/her interview, students may decide that they need to hear parts of the papers again.  Allow sufficient time for this reading and for students to ask questions of one another.
• When all interviews have been presented, tell students to discuss the data and begin to draw conclusions about the meaning of the American Dream for that particular decade.  Encourage lively and thoughtful discussion, and remind students to not settle for easy conclusions but to think deeply about the data.  Students may find the Venn Diagram tool helpful to use to see similarities and differences in their subjects’ responses.
• Explain to students that not everyone in the group will necessarily draw the same conclusions, and that that is a function of interpretation of data.  Depending on the size of the groups, note that students may focus their conclusions on different “sub-groups” (i.e. gender, class, region, etc.) within their larger group.
• While students are working in groups, circulate the classroom to help guide student discussion and to assure that the interview pieces are written in the correct style and format.
• If, at the conclusion of class, students feel they need more data, allow time for them to reconnect with their interviewees and then share that additional material with their group during another class session.
• Remind students of the due date for the entire paper (all three sections) as noted on the assignment sheet .

Session Five

(Note : This is the session during which the students will hand in their completed papers, so this session might be a week or so after Session Four.)

• Ask students to again meet in their small groups according to decade and share their final conclusions as presented in their papers.
• Give each group a piece of chart/poster paper on which to list the key points they agree on that would define the meaning of the American Dream for their particular decade.
• Hang the posters and ask each group to present their findings to the entire class. Encourage them to support their findings with data from their interviews.
• Conduct a class discussion on how the American Dream has or has not changed throughout the decades from 1950 to the present. Ask students to consider the Time Magazine questions: “Is It Real?”
• Encourage students to share their own definition of the American Dream as expressed in the final page of their papers.  Ask them to compare and contrast their responses.
• At the conclusion of the class discussion, collect all student papers (all three parts).
• If time and technology allows, students may be interested in viewing the powerful 1988 documentary American Dream at Groton which focuses on the challenges eighteen-year-old Jo Vega faces as a scholarship student at Groton Academy, a Massachusetts prep school. Vega was born in Spanish Harlem and struggles in her pursuit of the American Dream in a very different social milieu.
• Students interested in music might want to explore music that focuses on the American Dream.  An excellent selection of songs can be found on the Rock and Roll Hall of Fame website .
• In an abbreviated form, this lesson might be used in connection with literature that explores the American Dream such as The Great Gatsby , A Raisin in the Sun , and Death of a Salesman.

Student Assessment / Reflections

• The complete, three-part paper can be graded as any other research type paper.  The requirements for each section are outlined in the assignment sheet and can be graded accordingly.  (A teacher might choose to weight the three sections as follows: Interview - 40%, Conclusions drawn from data - 40%, Personal statement on the American Dream – 20%. )  Emphasis should be placed on use of solid and specific data that support the writer’s conclusions.
• Students might also write a short reflection discussing their reaction to the design of the project in terms of conducting interviews, collaborating in small groups, and using authentic research to draw conclusions.
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This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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In Search of the American Dream

Articles by Eleanor Roosevelt and others take up the question of what constitutes the American ideal

In 1931, when writer James Truslow Adams coined the term “the American Dream,” it had more to do with idealism than material prosperity. The American Dream, he wrote in The American Epic (a book glowingly reviewed in the Atlantic ’s December 1931 issue), was “that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.” Despite Truslow’s tidy summation, the ideals that America is supposed to represent have always been contested. Over the years, a number of Atlantic writers have tackled the subject, offering a wide array of perspectives, and sometimes raising more questions than answers.

In 1881, the prominent Boston philanthropist Kate Gannet Wells characterized Americanism as, “the fixed conviction that one man is the equivalent of another in capacity, and that his failure to prove it by results is the consequence of circumstances beyond his control.” This was an outlook, according to Wells, that cut both ways: “It is this fixed belief which constitutes the essence of American impudence, boasting, aggressiveness, want of grace, and knock-you-down manner. It is also the source of our sturdy independence, our valuation of character as the final estimate.”

Other Atlantic writers have pointed out another unique feature of American Nationalism. Unlike the deep-seated tribal loyalties found across Europe, American patriotism is an artificial construct. On the eve of America’s entrance into World War I, a time of mass immigration and demographic upheaval, essayist Agnes Repplier emphasized the importance of cultivating a shared national vision. In “Americanism” (1916), she drew a sharp contrast between the United States and the nations of the old world:

Of all the countries in the world, we and we only have any need to create artificially the patriotism which is the birthright of other nations. Into the hearts of six millions of foreign-born men—less than half of them naturalized—we must infuse that quality of devotion which will make them place the good of the state above their personal good.

Yet not all writers were so convinced of the fragility and tenuousness of the bonds that unify Americans. When French journalist Raoul De Roussy De Sales turned his eye to America, he discovered a nation with a well-defined, almost brash identity. In his 1939 essay “What Makes an American,” he brought an outsider’s view reminiscent of de Tocqueville:

America is a permanent protest against the rest of the world, and particularly against Europe.… This faith, like all faiths, does not engender a passive attitude toward the rest of the world. Americans are tolerant of all creeds and to all convictions, but few people express their distrust and indignation with more vigor whenever some of their beliefs are offended. Few people are more conscious that ideas may be more destructive than guns.

De Sales was fascinated by America’s conception of itself as a framework of ideas—one that remained as vivid and meaningful to its present-day inhabitants as it had to its founders.

Curiously enough, in a country where material changes are extraordinarily rapid, this moral and political frame has the stability of dogma. For instance, America is the only country in the world which pretends to listen to the teaching of its founders as if they were still alive. Political battles of today are fought with arguments based on the speeches of writings of men dead over a century ago. Most Americans behave, in fact, as if men like Washington, Hamilton, Jefferson, and many others could be called up on the phone for advice. Their wisdom is considered as eternal as that of the Biblical prophets.

Atlantic contributors addressed, too, the inevitable conflicts that emerge when American realities fall short of American ideals. In his 1988 article “The Return of Inequality,” Thomas Byrne Edsall warned that the country’s growing gulf between the affluent and middle classes was anathema to the American Dream. “Its manifestations are subtle: marginally frustrated hopes, a mocking disparity between the good life available to the few and the life that many settle for—resignation, guilt, social helplessness.” This inequality, he argued, also undermined the conviction that “Egalitarianism has been the Democratic answer to Marxism.”

Ultimately, Eleanor Roosevelt may have summarized America’s uniqueness in the most compelling words. In her Cold War-era essay “What Has Happened to the American Dream?” (1961), Roosevelt expressed deep concern about America’s image abroad, and lamented the creeping influence of Soviet Russia. “The future will be determined by the young,” she asserted, “and there is no more essential task today, it seems to me, than to bring before them once more, in all its brightness, in all its splendor and beauty, the American Dream.” But what exactly was this dream? Perhaps, she suggested, its appeal lies in its very mutability—in the fact that it is expansive enough to allow each of us to draw inspiration from it in our own way:

No single individual … and no single group has an exclusive claim to the American dream. But we have all, I think, a single vision of what it is, not merely as a hope and an aspiration, but as a way of life, which we can come ever closer to attaining it its ideal form if we keep shining and unsullied our purpose and our belief in its essential value.

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Chasing the American Dream: Understanding What Shapes Our Fortunes

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Jennifer L. Hochschild, Chasing the American Dream: Understanding What Shapes Our Fortunes, Political Science Quarterly , Volume 131, Issue 4, Winter 2016, Pages 856–857, https://doi.org/10.1002/polq.12546

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Mark Rank and his colleagues join a long list of authors (truth in advertising: including myself) who have struggled for decades to elucidate the bittersweet meaning and motivational force of the American Dream. The metaphor’s first definer, James Truslow Adams, lauded it in 1931 as the “dream of being able to grow to fullest development as man and woman . . . unrepressed by social orders which had developed for the benefit of classes rather than for the simple human being of any and every class.” In the same paragraph, he captures the American Dream’s maddeningly Janus-faced quality: although “realized more fully . . . here than anywhere else,” it “has been realized . . . very imperfectly even among ourselves.” Rank, Hirschl, and Foster add two elements to the robust literature on this complex concept: extensive quotations from subjects of qualitative interviews and focus groups and an analysis of individuals’ economic well-being over their lifetimes through life table models derived from the Panel Study of Income Dynamics (PSID). They also make good use of census data, other scholarship, and some survey data.

Chasing the American Dream is well written, cleanly organized, and generally compelling. It starts with chapters organized around three interviewees who exemplify the themes of passion for the freedom to become whatever one wants to be, the need for economic security in order to benefit from that freedom, and the persistence of hope and optimism even when faced with failure, bad luck, or mistreatment. Some historical or social context surrounds each theme, and data displays, usually but not always from the PSID, buttress each set of quotations.

The book then shifts the balance to a focus on the data, supported by quotations from interviews or focus groups. These chapters address “the pathways that allow individuals and families to live out the American Dream” (p. 65), including the nature and trajectory of the economic opportunity structure, changes in patterns of upward and downward mobility, and the cumulative (dis)advantages attendant on race or class. (Despite Adams’s hint, the authors do not examine gender, and the PSID does not permit them to examine recent decades of immigration.) The authors add, fascinatingly, a chapter on serendipitous events that yank people off of their presumed pathway (sadly, it eschews quantitative analyses). Chasing the American Dream concludes with two chapters of summary and policy recommendations, generally a liberal laundry list focused on new government policies (for what it is worth, I concur with their recommendations).

I see few flaws in Chasing the American Dream , so far as it goes (except that I am not a sociologist). The quotes are moving (I have many stars in the margins), the life table models are illuminating—presented with just enough information and exposition, and more detail in the footnotes and appendices for us obsessives—and the balance between hope and despair seems about right. So, as reviewers are wont to do, I will point to a few things that the authors did not do, but should have in my view. They ignore gender and make no effort to use non-PSID data to fill in the hugely important arena of recent immigration. Their chapter on cumulative inequalities does not, in fact, present evidence on the accumulation of inequalities, contenting itself instead with separate analyses by race and by education. They quote recent polls but do not show trajectories of public opinion over time, and they do not provide essential comparisons so that we know how to interpret their own fascinating survey item. Perhaps most importantly, Rank and his coauthors do little to integrate the finding that most Americans are in fact upwardly mobile for at least part of their lives with their extensive findings on the failures and ambivalences of the American Dream.

We are left with powerful confirmation that Adams was right in his characterization of the American Dream as very imperfectly realized. But the findings on why and how inequalities cumulate, economic insecurity grows, the middle class is hollowed out, hard work often does not pay off, and “twists of fate” damage plans are not reconciled with the findings that “a surprising number of individuals will find themselves in households that reach or exceed” levels of reasonable affluence (p. 96) and that “during long stretches of time, many people [in the United States] will experience upward as well as downward mobility” (p. 100). The old cliché of dream intertwined with nightmare still pertains.

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Home — Essay Samples — Literature — The Great Gatsby — “The Great Gatsby”: Repeating the Past and American Dream

"The Great Gatsby": Repeating The Past and American Dream

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Words: 1866 |

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Published: Aug 31, 2023

Words: 1866 | Pages: 4 | 10 min read

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Introduction, nick carraway: chasing the american dream, jay gatsby: repeating the past.

• Fitzgerald, F. Scott. The Great Gatsby. Scribner, 1925.

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Waking Up from the American Dream

By Karla Cornejo Villavicencio

If you are an undocumented person anywhere in America, some of the things you do to make a dignified life for yourself and your loved ones are illegal. Others require a special set of skills. The elders know some great tricks—crossing deserts in the dead of night, studying the Rio Grande for weeks to find the shallowest bend of river to cross, getting a job on their first day in the country, finding apartments that don’t need a lease, learning English at public libraries, community colleges, or from “Frasier.” I would not have been able to do a single thing that the elders have done. But the elders often have only one hope for survival, which we tend not to mention. I’m talking about children. And no, it’s not an “anchor baby” thing. Our parents have kids for the same reasons as most people, but their sacrifice for us is impossible to articulate, and its weight is felt deep down, in the body. That is the pact between immigrants and their children in America: they give us a better life, and we spend the rest of that life figuring out how much of our flesh will pay off the debt.

I am a first-generation immigrant, undocumented for most of my life, then on DACA , now a permanent resident. But my real identity, the one that follows me around like a migraine, is that I am the daughter of immigrants. As such, I have some skills of my own.

You pick them up young. Something we always hear about, because Americans love this shit, is that immigrant children often translate for their parents. I began doing this as a little girl, because I lost my accent, dumb luck, and because I was adorable in the way that adults like, which is to say I had large, frightened eyes and a flamboyant vocabulary. As soon as doctors or teachers began talking, I felt my parents’ nervous energy, and I’d either answer for them or interpret their response. It was like my little Model U.N. job. I was around seven. My career as a professional daughter of immigrants had begun.

In my teens, I began to specialize. I became a performance artist. I accompanied my parents to places where I knew they would be discriminated against, and where I could insure that their rights would be granted. If a bank teller wasn’t accepting their I.D., I’d stroll in with an oversized Forever 21 blazer, red lipstick, a slicked-back bun, and fresh Stan Smiths. I brought a pleather folder and made sure my handshake broke bones. Sometimes I appealed to decency, sometimes to law, sometimes to God. Sometimes I leaned back in my chair, like a sexy gangster, and said, “So, you tell me how you want my mom to survive in this country without a bank account. You close at four, but I have all the time in the world.” Then I’d wink. It was vaudeville, but it worked.

My parents came to America in their early twenties, naïve about what awaited them. Back in Ecuador, they had encountered images of a wealthy nation—the requisite flashes of Clint Eastwood and the New York City skyline—and heard stories about migrants who had done O.K. for themselves there. But my parents were not starry-eyed people. They were just kids, lost and reckless, running away from the dead ends around them.

My father is the only son of a callous mother and an absent father. My mother, the result of her mother’s rape, grew up cared for by an aunt and uncle. When she married my father, it was for the reasons a lot of women marry: for love, and to escape. The day I was born, she once told me, was the happiest day of her life.

Soon after that, my parents, owners of a small auto-body business, found themselves in debt. When I was eighteen months old, they left me with family and settled in Brooklyn, hoping to work for a year and move back once they’d saved up some money. I haven’t asked them much about this time—I’ve never felt the urge—but I know that one year became three. I also know that they began to be lured by the prospect of better opportunities for their daughter. Teachers had remarked that I was talented. My mother, especially, felt that Ecuador was not the place for me. She knew how the country would limit the woman she imagined I would become—Hillary Clinton, perhaps, or Princess Di.

My parents sent loving letters to Ecuador. They said that they were facing a range of hardships so that I could have a better life. They said that we would reunite soon, though the date was unspecified. They said that I had to behave, not walk into traffic—I seem to have developed a habit of doing this—and work hard, so they could send me little gifts and chocolates. I was a toddler, but I understood. My parents left to give me things, and I had to do other things in order to repay them. It was simple math.

They sent for me when I was just shy of five years old. I arrived at J.F.K. airport. My father, who seemed like a total stranger, ran to me and picked me up and kissed me, and my mother looked on and wept. I recall thinking she was pretty, and being embarrassed by the attention. They had brought roses, Teddy bears, and Tweety Bird balloons.

Getting to know one another was easy enough. My father liked to read and lecture, and had a bad temper. My mother was soft-spoken around him but funny and mean—like a drag queen—with me. She liked Vogue . I was enrolled in a Catholic school and quickly learned English—through immersion, but also through “Reading Rainbow” and a Franklin talking dictionary that my father bought me. It gave me a colorful vocabulary and weirdly over-enunciated diction. If I typed the right terms, it even gave me erotica.

Meanwhile, I had confirmed that my parents were not tony expats. At home, meals could be rice and a fried egg. We sometimes hid from our landlord by crouching next to my bed and drawing the blinds. My father had started out driving a cab, but after 9/11, when the governor revoked the driver’s licenses of undocumented immigrants, he began working as a deliveryman, carrying meals to Wall Street executives, the plastic bags slicing into his fingers. Some of those executives forced him to ride on freight elevators. Others tipped him in spare change.

My mother worked in a factory. For seven days a week, sometimes in twelve-hour shifts, she sewed in a heat that caught in your throat like lint, while her bosses, also immigrants, hurled racist slurs at her. Some days I sat on the factory floor, making dolls with swatches of fabric, cosplaying childhood. I didn’t put a lot of effort into making the dolls—I sort of just screwed around, with an eye on my mom at her sewing station, stiffening whenever her supervisor came by to see how fast she was working. What could I do to protect her? Well, murder, I guess.

Our problem appeared to be poverty, which even then, before I’d seen “Rent,” seemed glamorous, or at least normal. All the protagonists in the books I read were poor. Ramona Quimby on Klickitat Street, the kids in “Five Little Peppers and How They Grew.” Every fictional child was hungry, an orphan, or tubercular. But there was something else setting us apart. At school, I looked at my nonwhite classmates and wondered how their parents could be nurses, or own houses, or leave the country on vacation. It was none of my business—everyone in New York had secrets—but I cautiously gathered intel, toothpick in mouth. I finally cracked the case when I tried to apply to an essay contest and asked my parents for my Social Security number. My father was probably reading a newspaper, and I doubt he even looked up to say, “We don’t have papers, so we don’t have a Social.”

It was not traumatic. I turned on our computer, waited for the dial-up, and searched what it meant not to have a Social Security number. “Undocumented immigrant” had not yet entered the discourse. Back then, the politically correct term, the term I saw online, was “illegal immigrant,” which grated—it was hurtful in a clinical way, like having your teeth drilled. Various angry comments sections offered another option: illegal alien . I knew it was form language, legalese meant to wound me, but it didn’t. It was punk as hell. We were hated , and maybe not entirely of this world. I had just discovered Kurt Cobain.

Obviously, I learned that my parents and I could be deported at any time. Was that scary? Sure. But a deportation still seemed like spy-movie stuff. And, luckily, I had an ally. My brother was born when I was ten years old. He was our family’s first citizen, and he was named after a captain of the New York Yankees. Before he was old enough to appreciate art, I took him to the Met. I introduced him to “S.N.L.” and “Letterman” and “Fun Home” and “Persepolis”—all the things I felt an upper-middle-class parent would do—so that he could thrive at school, get a great job, and make money. We would need to armor our parents with our success.

We moved to Queens, and I entered high school. One day, my dad heard about a new bill in Congress on Spanish radio. It was called the DREAM Act, and it proposed a path to legalization for undocumented kids who had gone to school here or served in the military. My dad guaranteed that it’d pass by the time I graduated. I never react to good news—stoicism is part of the brand—but I was optimistic. The bill was bipartisan. John McCain supported it, and I knew he had been a P.O.W., and that made me feel connected to a real American hero. Each time I saw an “R” next to a sponsor’s name my heart fluttered with joy. People who were supposed to hate me had now decided to love me.

But the bill was rejected and reintroduced, again and again, for years. It never passed. And, in a distinctly American twist, its gauzy rhetoric was all that survived. Now there was a new term on the block: “Dreamers.” Politicians began to use it to refer to the “good” children of immigrants, the ones who did well in school and stayed off the mean streets—the innocents. There are about a million undocumented children in America. The non-innocents, one presumes, are the ones in cages, covered in foil blankets, or lost, disappeared by the government.

I never called myself a Dreamer. The word was saccharine and dumb, and it yoked basic human rights to getting an A on a report card. Dreamers couldn’t flunk out of high school, or have D.U.I.s, or work at McDonald’s. Those kids lived with the pressure of needing a literal miracle in order to save their families, but the miracle didn’t happen, because the odds were against them, because the odds were against all of us. And so America decided that they didn’t deserve an I.D.

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The Dream, it turned out, needed to demonize others in order to help the chosen few. Our parents, too, would be sacrificed. The price of our innocence was the guilt of our loved ones. Jeff Sessions, while he was Attorney General, suggested that we had been trafficked against our will. People actually pitied me because my parents brought me to America. Without even consulting me.

The irony, of course, is that the Dream was our inheritance. We were Dreamers because our parents had dreams.

It’s painful to think about this. My mother, an aspiring interior designer, has gone twenty-eight years without a sick day. My dad, who loves problem-solving, has spent his life wanting a restaurant. He’s a talented cook and a brilliant manager, and he often did the work of his actual managers for them. But, without papers, he could advance only so far in a job. He needed to be paid in cash; he could never receive benefits.

He often used a soccer metaphor to describe our journey in America. Our family was a team, but I scored the goals. Everything my family did was, in some sense, a pass to me. Then the American Dream could be mine, and then we could start passing to my brother. That’s how my dad explained his limp every night, his feet blistered from speed-running deliveries. It’s why we sometimes didn’t have money for electricity or shampoo. Those were fouls. Sometimes my parents did tricky things to survive that you’ll never know about. Those were nutmegs. In 2015, when the U.S. women’s team won the World Cup, my dad went to the parade and sent me a selfie. “Girl power!” the text read.

My father is a passionate, diatribe-loving feminist, though his feminism often seems to exclude my mother. When I was in elementary school, he would take me to the local branch of the Queens Public Library and check out the memoir of Rosalía Arteaga Serrano, the only female President in Ecuador’s history. Serrano was ousted from office, seemingly because she was a woman. My father would read aloud from the book for hours, pausing to tell me that I’d need to toughen up. He would read from dictators’ speeches—not for the politics, but for the power of persuasive oratory. We went to the library nearly every weekend for thirteen years.

My mother left her factory job to give me, the anointed one, full-time academic support. She pulled all-nighters to help me make extravagant posters. She grilled me with vocabulary flash cards, struggling to pronounce the words but laughing and slapping me with pillows if I got something wrong. I aced the language portions of my PSATs and SATs, partly because of luck, and partly because of my parents’ locally controversial refusal to let me do household chores, ever, because they wanted me to be reading, always reading, instead.

If this all seems strategic, it should. The American Dream doesn’t just happen to cheery Pollyannas. It happens to iconoclasts with a plan and a certain amount of cunning. The first time I encountered the idea of the Dream, it was in English class, discussing “The Great Gatsby.” My classmates all thought that Gatsby seemed sort of sad, a pathetic figure. I adored him. He created his own persona, made a fortune in an informal economy, and lived a quiet, paranoid, reclusive life. Most of all, he longed. He stood at the edge of Long Island Sound, longing for Daisy, and I took the train uptown to Columbia University and looked out at the campus, hoping it could one day be mine. At the time, it was functionally impossible for undocumented students to enroll at Columbia. The same held for many schools. Keep dreaming, my parents said.

I did. I was valedictorian of my class, miraculously got into Harvard, and was tapped to join a secret society that once included T. S. Eliot and Wallace Stevens. I was the only Latina inducted, I think, and I was very chill when an English-Spanish dictionary appeared in our club bathroom after I started going to teas. When I graduated, in 2011, our country was deporting people at record rates. I knew that I needed to add even more of a golden flicker to my illegality, so that if I was deported, or if my parents were deported, we would not go in the middle of the night, in silence, anonymously, as Americans next door watched another episode of “The Bachelor.” So I began writing, with the explicit aim of entering the canon. I wrote a book about undocumented immigrants, approaching them not as shadowy victims or gilded heroes but as people, flawed and complex. It was reviewed well, nominated for things. A President commended it.

But it’s hard to feel anything. My parents remain poor and undocumented. I cannot protect them with prizes or grades. My father sobbed when I handed him my diploma, but it was not the piece of paper that would make it all better, no matter how heavy the stock.

By the time I was in grad school, my parents’ thirty-year marriage was over. They had spent most of those years in America, with their heads down and their bodies broken; it was hard not to see the split as inevitable. My mom called me to say she’d had enough. My brother supported her decision. I talked to each parent, and helped them mutually agree on a date. On a Tuesday night, my father moved out, leaving his old parenting books behind, while my mom and brother were at church. I asked my father to text my brother that he loved him. I think he texted him exactly that. Then I collapsed onto the floor beneath an open drawer of knives, texted my partner to come help me, and convulsed in sobs.

After that, my mom became depressed. I did hours of research and found her a highly qualified, trauma-informed psychiatrist, a Spanish speaker who charged on a sliding scale I could afford. My mom got on Lexapro, which helped. She also started a job that makes her very happy. In order to find her that job, I took a Klonopin and browsed Craigslist for hours each day, e-mailing dozens of people, being vague about legal status in a clever but truthful way. I impersonated her in phone interviews, hanging off my couch, the blood rushing to my head, struggling not to do an offensive accent.

You know how, when you get a migraine, you regret how stupid you were for taking those sweet, painless days for granted? Although my days are hard, I understand that I’m living in an era of painlessness, and that a time will come when I look back and wonder why I was such a stupid, whining fool. My mom’s job involves hard manual labor, sometimes in the snow or the rain. I got her a real winter coat, her first, from Eddie Bauer. I got her a pair of Hunter boots. These were things she needed, things I had seen on women her age on the subway, their hands bearing bags from Whole Foods. My mom’s hands are arthritic. She sends me pictures of them covered in bandages.

My brother and I now have a pact: neither of us can die, because then the other would be stuck with our parents. My brother is twenty-two, still in college, and living with my mom. He, too, has some skills. He is gentle, kind, and excellent at deëscalating conflict. He mediated my parents’ arguments for years. He has also never tried to change them, which I have, through a regimen of therapy, books, and cheesy Instagram quotes. So we’ve decided that, in the long term, since his goal is to get a job, get married, have kids, and stay in Queens, he’ll invite Mom to move in with him, to help take care of the grandkids. He’ll handle the emotional labor, since it doesn’t traumatize him. And I’ll handle the financial support, since it doesn’t traumatize me.

I love my parents. I know I love them. But what I feel for them daily is a mixture of terror, panic, obligation, sorrow, anger, pity, and a shame so hot that I need to lie face down, in my underwear, on very cold sheets. Many Americans have vulnerable parents, and strive to succeed in order to save them. I hold those people in the highest regard. But the undocumented face a unique burden, due to scorn and a lack of support from the government. Because our parents made a choice—the choice to migrate—few people pity them, or wonder whether restitution should be made for decades of exploitation. That choice, the original sin, is why our parents were thrown out of paradise. They were tempted by curiosity and hunger, by fleshly desires.

And so we return to the debt. However my parents suffer in their final years will be related to their migration—to their toil in this country, to their lack of health care and housing support, to psychic fatigue. They were able, because of that sacrifice, to give me their version of the Dream: an education, a New York accent, a life that can better itself. But that life does not fully belong to me. My version of the American Dream is seeing them age with dignity, being able to help them retire, and keeping them from being pushed onto train tracks in a random hate crime. For us, gratitude and guilt feel almost identical. Love is difficult to separate from self-erasure. All we can give one another is ourselves.

Scholars often write about the harm that’s done when children become caretakers, but they’re reluctant to do so when it comes to immigrants. For us, they say, this situation is cultural . Because we grow up in tight-knit families. Because we respect our elders. In fact, it’s just the means of living that’s available to us. It’s a survival mechanism, a mutual-aid society at the family level. There is culture, and then there is adaptation to precarity and surveillance. If we are lost in the promised land, perhaps it’s because the ground has never quite seemed solid beneath our feet.

When I was a kid, my mother found a crystal heart in my father’s taxi. The light that came through it was pretty, shimmering, like a gasoline spill on the road. She put it in her jewelry box, and sometimes we’d take out the box, spill the contents onto my pink twin bed, and admire what we both thought was a heart-shaped diamond. I grew up, I went to college. I often heard of kids who had inherited their grandmother’s heirlooms, and I sincerely believed that there were jewels in my family, too. Then, a few years ago, my partner and I visited my mom, and she spilled out her box. She gave me a few items I cherish: a nameplate bracelet in white, yellow, and rose gold, and the thick gold hoop earrings that she wore when she first moved to Brooklyn. Everything else was costume jewelry. I couldn’t find the heart.

I realized that, when my mother found the crystal, she was around the same age I am now. She had probably never held a diamond, and she probably wanted to believe that she had found one in America, a dream come true. She wanted me to believe it, and then, as we both grew up, alone, together, she stopped believing, stopped wanting to believe, and stopped me from wanting to believe. And she probably threw that shit out. I didn’t ask. Some things are none of our business. ♦

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The Buddha in the Attic

Chasing the american dream: the message behind otsuka's literary devices anonymous college.

What is the American Dream? It’s the idea that people can come to America with nothing and make something out of nothing; the pulling oneself up by his or her own boot straps. “The Buddha in the Attic”, is a poetic novel written by Julie Otsuka accounting a group of Japanese brides chasing the American Dream. The novel is written in a poetic fashion, detailing the experiences of Japanese immigrants during the bombing of Pearl Harbor and internment of all people of Japanese descent in the United States. Julie Otsuka utilizes multiple literary devices such as assonance and imagery to convey a group of women chasing a dream that is seemingly unattainable.

Otsuka writes this book in a lyrical voice that is unique. The book is written from a first-person plural that describes the experiences from a group perspective, not just from one person at a time. This collective, first-person plural voice is able to provide the reader with a full picture of the experience of Japanese immigrants. Assonance is used to emphasis this group of women had a collective experience as brides from Japan, We stopped writing home to our mothers. We lost weight and grew thin. We stopped bleeding. We stopped dreaming. We stopped wanting. We simply worked,...

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The ‘American Dream’ from immigrants’ perspectives

On the popular television series “Shark Tank,” the “sharks” usually exclaim after learning an immigrant has made their fortune off an idea, “That’s the American dream!” In every case they equate making a ton of money as the American dream. I disagree.

Naturally, financial freedom is what we all want and hope for, but I think they diminish what I’ve learned from our friends who immigrated here.

My friend Rony and his wife immigrated from El Salvador. His brother was riding a bus in their homeland to work one morning when bandits pulled the bus over on a busy side road and robbed the passengers. The bandits shot his brother and left him dead on the roadway.

When I asked Rony if getting rich was his idea of “living the dream,” he replied, “Oh, hell no.” He said: “That my wife and I can work at any job we want and be safe in doing it — that’s my dream. My daughter attends good schools that are free and she even won a scholarship for college — that’s why I love this country. Also, here, the police and courts are honest and when applying for documents, you don’t have to pay bribes or wait for months — that’s my dream.”

Amaira is my wife’s friend and from India. She landed a job as a researcher at a Seattle genetics company. Her contribution to the company helped it find a promising cancer treatment, one that is now finishing clinical trials.

She laughed when I mentioned the “Shark Tank” quote and replied that her idea of the American dream is working at a job she loves and attending a church she chooses. She appreciates a friendly government that allows her the freedom to choose and a country that provides the opportunity.

Amaira said: “As a single woman I feel safe living alone here, and in my free time, I can take a class, ride my scooter, or pursue hobbies that I enjoy.” And by the way, she never mentioned money, not once.

Our friend Jasper and his roommates are from China. Jasper will have his green card soon and he told me, “Cities in China are so crowded and noisy with people. We love the Northwest — there’s room here to breathe. The Chinese government is so oppressive — they control everything and dictate all that you say and do. Here, you have a free press and can openly criticize your president — try that in China and you’ll be arrested.”

So, it hurts when I hear people tearing at this country and our government. Always complaining and even suggesting we’re a failed nation, one that’s lost its way. Next time you’re feeling bad about living in America, ask an immigrant why they’re here. It might surprise you. 

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Book Guides

The Great Gatsby is a tragic love story on the surface, but it's most commonly understood as a pessimistic critique of the American Dream. In the novel, Jay Gatsby overcomes his poor past to gain an incredible amount of money and a limited amount of social cache in 1920s NYC, only to be rejected by the "old money" crowd. He then gets killed after being tangled up with them.

Through Gatsby's life, as well as that of the Wilsons', Fitzgerald critiques the idea that America is a meritocracy where anyone can rise to the top with enough hard work. We will explore how this theme plays out in the plot, briefly analyze some key quotes about it, as well as do some character analysis and broader analysis of topics surrounding the American Dream in The Great Gatsby .

What is the American Dream? The American Dream in the Great Gatsby plot Key American Dream quotes Analyzing characters via the American Dream Common discussion and essay topics

Quick Note on Our Citations

Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book.

To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text.

What Exactly Is "The American Dream"?

The American Dream is the belief that anyone, regardless of race, class, gender, or nationality, can be successful in America (read: rich) if they just work hard enough. The American Dream thus presents a pretty rosy view of American society that ignores problems like systemic racism and misogyny, xenophobia, tax evasion or state tax avoidance, and income inequality. It also presumes a myth of class equality, when the reality is America has a pretty well-developed class hierarchy.

The 1920s in particular was a pretty tumultuous time due to increased immigration (and the accompanying xenophobia), changing women's roles (spurred by the right to vote, which was won in 1919), and extraordinary income inequality.

The country was also in the midst of an economic boom, which fueled the belief that anyone could "strike it rich" on Wall Street. However, this rapid economic growth was built on a bubble which popped in 1929. The Great Gatsby was published in 1925, well before the crash, but through its wry descriptions of the ultra-wealthy, it seems to somehow predict that the fantastic wealth on display in 1920s New York was just as ephemeral as one of Gatsby's parties.

In any case, the novel, just by being set in the 1920s, is unlikely to present an optimistic view of the American Dream, or at least a version of the dream that's inclusive to all genders, ethnicities, and incomes. With that background in mind, let's jump into the plot!

The American Dream in The Great Gatsby

Chapter 1 places us in a particular year—1922—and gives us some background about WWI.  This is relevant, since the 1920s is presented as a time of hollow decadence among the wealthy, as evidenced especially by the parties in Chapters 2 and 3. And as we mentioned above, the 1920s were a particularly tense time in America.

We also meet George and Myrtle Wilson in Chapter 2 , both working class people who are working to improve their lot in life, George through his work, and Myrtle through her affair with Tom Buchanan.

We learn about Gatsby's goal in Chapter 4 : to win Daisy back. Despite everything he owns, including fantastic amounts of money and an over-the-top mansion, for Gatsby, Daisy is the ultimate status symbol. So in Chapter 5 , when Daisy and Gatsby reunite and begin an affair, it seems like Gatsby could, in fact, achieve his goal.

In Chapter 6 , we learn about Gatsby's less-than-wealthy past, which not only makes him look like the star of a rags-to-riches story, it makes Gatsby himself seem like someone in pursuit of the American Dream, and for him the personification of that dream is Daisy.

However, in Chapters 7 and 8 , everything comes crashing down: Daisy refuses to leave Tom, Myrtle is killed, and George breaks down and kills Gatsby and then himself, leaving all of the "strivers" dead and the old money crowd safe. Furthermore, we learn in those last chapters that Gatsby didn't even achieve all his wealth through hard work, like the American Dream would stipulate—instead, he earned his money through crime. (He did work hard and honestly under Dan Cody, but lost Dan Cody's inheritance to his ex-wife.)

In short, things do not turn out well for our dreamers in the novel! Thus, the novel ends with Nick's sad meditation on the lost promise of the American Dream. You can read a detailed analysis of these last lines in our summary of the novel's ending .

Key American Dream Quotes

In this section we analyze some of the most important quotes that relate to the American Dream in the book.

But I didn't call to him for he gave a sudden intimation that he was content to be alone--he stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. Involuntarily I glanced seaward--and distinguished nothing except a single green light, minute and far away, that might have been the end of a dock. (1.152)

In our first glimpse of Jay Gatsby, we see him reaching towards something far off, something in sight but definitely out of reach. This famous image of the green light is often understood as part of The Great Gatsby 's meditation on The American Dream—the idea that people are always reaching towards something greater than themselves that is just out of reach . You can read more about this in our post all about the green light .

The fact that this yearning image is our introduction to Gatsby foreshadows his unhappy end and also marks him as a dreamer, rather than people like Tom or Daisy who were born with money and don't need to strive for anything so far off.

Over the great bridge, with the sunlight through the girders making a constant flicker upon the moving cars, with the city rising up across the river in white heaps and sugar lumps all built with a wish out of non-olfactory money. The city seen from the Queensboro Bridge is always the city seen for the first time, in its first wild promise of all the mystery and the beauty in the world.

A dead man passed us in a hearse heaped with blooms, followed by two carriages with drawn blinds and by more cheerful carriages for friends. The friends looked out at us with the tragic eyes and short upper lips of south-eastern Europe, and I was glad that the sight of Gatsby's splendid car was included in their somber holiday. As we crossed Blackwell's Island a limousine passed us, driven by a white chauffeur, in which sat three modish Negroes, two bucks and a girl. I laughed aloud as the yolks of their eyeballs rolled toward us in haughty rivalry.

"Anything can happen now that we've slid over this bridge," I thought; "anything at all. . . ."

Even Gatsby could happen, without any particular wonder. (4.55-8)

Early in the novel, we get this mostly optimistic illustration of the American Dream—we see people of different races and nationalities racing towards NYC, a city of unfathomable possibility. This moment has all the classic elements of the American Dream—economic possibility, racial and religious diversity, a carefree attitude. At this moment, it does feel like "anything can happen," even a happy ending.

However, this rosy view eventually gets undermined by the tragic events later in the novel. And even at this point, Nick's condescension towards the people in the other cars reinforces America's racial hierarchy that disrupts the idea of the American Dream. There is even a little competition at play, a "haughty rivalry" at play between Gatsby's car and the one bearing the "modish Negroes."

Nick "laughs aloud" at this moment, suggesting he thinks it's amusing that the passengers in this other car see them as equals, or even rivals to be bested. In other words, he seems to firmly believe in the racial hierarchy Tom defends in Chapter 1, even if it doesn't admit it honestly.

His heart beat faster and faster as Daisy's white face came up to his own. He knew that when he kissed this girl, and forever wed his unutterable visions to her perishable breath, his mind would never romp again like the mind of God. So he waited, listening for a moment longer to the tuning fork that had been struck upon a star. Then he kissed her. At his lips' touch she blossomed for him like a flower and the incarnation was complete. (6.134)

This moment explicitly ties Daisy to all of Gatsby's larger dreams for a better life —to his American Dream. This sets the stage for the novel's tragic ending, since Daisy cannot hold up under the weight of the dream Gatsby projects onto her. Instead, she stays with Tom Buchanan, despite her feelings for Gatsby. Thus when Gatsby fails to win over Daisy, he also fails to achieve his version of the American Dream. This is why so many people read the novel as a somber or pessimistic take on the American Dream, rather than an optimistic one.  

...as the moon rose higher the inessential houses began to melt away until gradually I became aware of the old island here that flowered once for Dutch sailors' eyes--a fresh, green breast of the new world. Its vanished trees, the trees that had made way for Gatsby's house, had once pandered in whispers to the last and greatest of all human dreams; for a transitory enchanted moment man must have held his breath in the presence of this continent, compelled into an aesthetic contemplation he neither understood nor desired, face to face for the last time in history with something commensurate to his capacity for wonder.

And as I sat there brooding on the old, unknown world, I thought of Gatsby's wonder when he first picked out the green light at the end of Daisy's dock. He had come a long way to this blue lawn and his dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him, somewhere back in that vast obscurity beyond the city, where the dark fields of the republic rolled on under the night." (9.151-152)

The closing pages of the novel reflect at length on the American Dream, in an attitude that seems simultaneously mournful, appreciative, and pessimistic. It also ties back to our first glimpse of Gatsby, reaching out over the water towards the Buchanan's green light. Nick notes that Gatsby's dream was "already behind him" then (or in other words, it was impossible to attain). But still, he finds something to admire in how Gatsby still hoped for a better life, and constantly reached out toward that brighter future.

For a full consideration of these last lines and what they could mean, see our analysis of the novel's ending .

Analyzing Characters Through the American Dream

An analysis of the characters in terms of the American Dream usually leads to a pretty cynical take on the American Dream.

Most character analysis centered on the American Dream will necessarily focus on Gatsby, George, or Myrtle (the true strivers in the novel), though as we'll discuss below, the Buchanans can also provide some interesting layers of discussion. For character analysis that incorporates the American Dream, carefully consider your chosen character's motivations and desires, and how the novel does (or doesn't!) provide glimpses of the dream's fulfillment for them.

Gatsby himself is obviously the best candidate for writing about the American Dream—he comes from humble roots (he's the son of poor farmers from North Dakota) and rises to be notoriously wealthy, only for everything to slip away from him in the end. Many people also incorporate Daisy into their analyses as the physical representation of Gatsby's dream.

However, definitely consider the fact that in the traditional American Dream, people achieve their goals through honest hard work, but in Gatsby's case, he very quickly acquires a large amount of money through crime . Gatsby does attempt the hard work approach, through his years of service to Dan Cody, but that doesn't work out since Cody's ex-wife ends up with the entire inheritance. So instead he turns to crime, and only then does he manage to achieve his desired wealth.

So while Gatsby's story arc resembles a traditional rags-to-riches tale, the fact that he gained his money immorally complicates the idea that he is a perfect avatar for the American Dream . Furthermore, his success obviously doesn't last—he still pines for Daisy and loses everything in his attempt to get her back. In other words, Gatsby's huge dreams, all precariously wedded to Daisy  ("He knew that when he kissed this girl, and forever wed his unutterable visions to her perishable breath, his mind would never romp again like the mind of God" (6.134)) are as flimsy and flight as Daisy herself.

George and Myrtle Wilson

This couple also represents people aiming at the dream— George owns his own shop and is doing his best to get business, though is increasingly worn down by the harsh demands of his life, while Myrtle chases after wealth and status through an affair with Tom.

Both are disempowered due to the lack of money at their own disposal —Myrtle certainly has access to some of the "finer things" through Tom but has to deal with his abuse, while George is unable to leave his current life and move West since he doesn't have the funds available. He even has to make himself servile to Tom in an attempt to get Tom to sell his car, a fact that could even cause him to overlook the evidence of his wife's affair. So neither character is on the upward trajectory that the American Dream promises, at least during the novel.

In the end, everything goes horribly wrong for both George and Myrtle, suggesting that in this world, it's dangerous to strive for more than you're given.

George and Myrtle's deadly fates, along with Gatsby's, help illustrate the novel's pessimistic attitude toward the American Dream. After all, how unfair is it that the couple working to improve their position in society (George and Myrtle) both end up dead, while Tom, who dragged Myrtle into an increasingly dangerous situation, and Daisy, who killed her, don't face any consequences? And on top of that they are fabulously wealthy? The American Dream certainly is not alive and well for the poor Wilsons.

Tom and Daisy as Antagonists to the American Dream

We've talked quite a bit already about Gatsby, George, and Myrtle—the three characters who come from humble roots and try to climb the ranks in 1920s New York. But what about the other major characters, especially the ones born with money? What is their relationship to the American Dream?

Specifically, Tom and Daisy have old money, and thus they don't need the American Dream, since they were born with America already at their feet.

Perhaps because of this, they seem to directly antagonize the dream—Daisy by refusing Gatsby, and Tom by helping to drag the Wilsons into tragedy .

This is especially interesting because unlike Gatsby, Myrtle, and George, who actively hope and dream of a better life, Daisy and Tom are described as bored and "careless," and end up instigating a large amount of tragedy through their own recklessness.

In other words, income inequality and the vastly different starts in life the characters have strongly affected their outcomes. The way they choose to live their lives, their morality (or lack thereof), and how much they dream doesn't seem to matter. This, of course, is tragic and antithetical to the idea of the American Dream, which claims that class should be irrelevant and anyone can rise to the top.

Daisy as a Personification of the American Dream

As we discuss in our post on money and materialism in The Great Gatsby , Daisy's voice is explicitly tied to money by Gatsby:

"Her voice is full of money," he said suddenly.

That was it. I'd never understood before. It was full of money--that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals' song of it. . . . High in a white palace the king's daughter, the golden girl. . . . (7.105-6)

If Daisy's voice promises money, and the American Dream is explicitly linked to wealth, it's not hard to argue that Daisy herself—along with the green light at the end of her dock —stands in for the American Dream. In fact, as Nick goes on to describe Daisy as "High in a white palace the king's daughter, the golden girl," he also seems to literally describe Daisy as a prize, much like the princess at the end of a fairy tale (or even Princess Peach at the end of a Mario game!).

But Daisy, of course, is only human—flawed, flighty, and ultimately unable to embody the huge fantasy Gatsby projects onto her. So this, in turn, means that the American Dream itself is just a fantasy, a concept too flimsy to actually hold weight, especially in the fast-paced, dog-eat-dog world of 1920s America.

Furthermore, you should definitely consider the tension between the fact that Daisy represents Gatsby's ultimate goal, but at the same time (as we discussed above), her actual life is the opposite of the American Dream : she is born with money and privilege, likely dies with it all intact, and there are no consequences to how she chooses to live her life in between.

Can Female Characters Achieve the American Dream?

Finally, it's interesting to compare and contrast some of the female characters using the lens of the American Dream.

Let's start with Daisy, who is unhappy in her marriage and, despite a brief attempt to leave it, remains with Tom, unwilling to give up the status and security their marriage provides. At first, it may seem like Daisy doesn't dream at all, so of course she ends up unhappy. But consider the fact that Daisy was already born into the highest level of American society. The expectation placed on her, as a wealthy woman, was never to pursue something greater, but simply to maintain her status. She did that by marrying Tom, and it's understandable why she wouldn't risk the uncertainty and loss of status that would come through divorce and marriage to a bootlegger. Again, Daisy seems to typify the "anti-American" dream, in that she was born into a kind of aristocracy and simply has to maintain her position, not fight for something better.

In contrast, Myrtle, aside from Gatsby, seems to be the most ambitiously in pursuit of getting more than she was given in life. She parlays her affair with Tom into an apartment, nice clothes, and parties, and seems to revel in her newfound status. But of course, she is knocked down the hardest, killed for her involvement with the Buchanans, and specifically for wrongfully assuming she had value to them. Considering that Gatsby did have a chance to leave New York and distance himself from the unfolding tragedy, but Myrtle was the first to be killed, you could argue the novel presents an even bleaker view of the American Dream where women are concerned.

Even Jordan Baker , who seems to be living out a kind of dream by playing golf and being relatively independent, is tied to her family's money and insulated from consequences by it , making her a pretty poor representation of the dream. And of course, since her end game also seems to be marriage, she doesn't push the boundaries of women's roles as far as she might wish.

So while the women all push the boundaries of society's expectations of them in certain ways, they either fall in line or are killed, which definitely undermines the rosy of idea that anyone, regardless of gender, can make it in America. The American Dream as shown in Gatsby becomes even more pessimistic through the lens of the female characters.  

Common Essay Questions/Discussion Topics

Now let's work through some of the more frequently brought up subjects for discussion.

#1: Was Gatsby's dream worth it? Was all the work, time, and patience worth it for him?

Like me, you might immediately think "of course it wasn't worth it! Gatsby lost everything, not to mention the Wilsons got caught up in the tragedy and ended up dead!" So if you want to make the more obvious "the dream wasn't worth it" argument, you could point to the unraveling that happens at the end of the novel (including the deaths of Myrtle, Gatsby and George) and how all Gatsby's achievements are for nothing, as evidenced by the sparse attendance of his funeral.

However, you could definitely take the less obvious route and argue that Gatsby's dream was worth it, despite the tragic end . First of all, consider Jay's unique characterization in the story: "He was a son of God--a phrase which, if it means anything, means just that--and he must be about His Father's Business, the service of a vast, vulgar and meretricious beauty" (6.7). In other words, Gatsby has a larger-than-life persona and he never would have been content to remain in North Dakota to be poor farmers like his parents.

Even if he ends up living a shorter life, he certainly lived a full one full of adventure. His dreams of wealth and status took him all over the world on Dan Cody's yacht, to Louisville where he met and fell in love with Daisy, to the battlefields of WWI, to the halls of Oxford University, and then to the fast-paced world of Manhattan in the early 1920s, when he earned a fortune as a bootlegger. In fact, it seems Jay lived several lives in the space of just half a normal lifespan. In short, to argue that Gatsby's dream was worth it, you should point to his larger-than-life conception of himself and the fact that he could have only sought happiness through striving for something greater than himself, even if that ended up being deadly in the end.

#2: In the Langston Hughes poem "A Dream Deferred," Hughes asks questions about what happens to postponed dreams. How does Fitzgerald examine this issue of deferred dreams? What do you think are the effects of postponing our dreams? How can you apply this lesson to your own life?

If you're thinking about "deferred dreams" in The Great Gatsby , the big one is obviously Gatsby's deferred dream for Daisy—nearly five years pass between his initial infatuation and his attempt in the novel to win her back, an attempt that obviously backfires. You can examine various aspects of Gatsby's dream—the flashbacks to his first memories of Daisy in Chapter 8 , the moment when they reunite in Chapter 5 , or the disastrous consequences of the confrontation of Chapter 7 —to illustrate Gatsby's deferred dream.

You could also look at George Wilson's postponed dream of going West, or Myrtle's dream of marrying a wealthy man of "breeding"—George never gets the funds to go West, and is instead mired in the Valley of Ashes, while Myrtle's attempt to achieve her dream after 12 years of marriage through an affair ends in tragedy. Apparently, dreams deferred are dreams doomed to fail.

As Nick Carraway says, "you can't repeat the past"—the novel seems to imply there is a small window for certain dreams, and when the window closes, they can no longer be attained. This is pretty pessimistic, and for the prompt's personal reflection aspect, I wouldn't say you should necessarily "apply this lesson to your own life" straightforwardly. But it is worth noting that certain opportunities are fleeting, and perhaps it's wiser to seek out newer and/or more attainable ones, rather than pining over a lost chance.

Any prompt like this one which has a section of more personal reflection gives you freedom to tie in your own experiences and point of view, so be thoughtful and think of good examples from your own life!

#3: Explain how the novel does or does not demonstrate the death of the American Dream. Is the main theme of Gatsby indeed "the withering American Dream"? What does the novel offer about American identity?

In this prompt, another one that zeroes in on the dead or dying American Dream, you could discuss how the destruction of three lives (Gatsby, George, Myrtle) and the cynical portrayal of the old money crowd illustrates a dead, or dying American Dream . After all, if the characters who dream end up dead, and the ones who were born into life with money and privilege get to keep it without consequence, is there any room at all for the idea that less-privileged people can work their way up?

In terms of what the novel says about American identity, there are a few threads you could pick up—one is Nick's comment in Chapter 9 about the novel really being a story about (mid)westerners trying (and failing) to go East : "I see now that this has been a story of the West, after all--Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life" (9.125). This observation suggests an American identity that is determined by birthplace, and that within the American identity there are smaller, inescapable points of identification.

Furthermore, for those in the novel not born into money, the American identity seems to be about striving to end up with more wealth and status. But in terms of the portrayal of the old money set, particularly Daisy, Tom, and Jordan, the novel presents a segment of American society that is essentially aristocratic—you have to be born into it. In that regard, too, the novel presents a fractured American identity, with different lives possible based on how much money you are born with.

In short, I think the novel disrupts the idea of a unified American identity or American dream, by instead presenting a tragic, fractured, and rigid American society, one that is divided based on both geographic location and social class.

#4: Most would consider dreams to be positive motivators to achieve success, but the characters in the novel often take their dreams of ideal lives too far. Explain how characters' American Dreams cause them to have pain when they could have been content with more modest ambitions.

Gatsby is an obvious choice here—his pursuit of money and status, particularly through Daisy, leads him to ruin. There were many points when perhaps Gatsby ;could have been happy with what he achieved (especially after his apparently successful endeavors in the war, if he had remained at Oxford, or even after amassing a great amount of wealth as a bootlegger) but instead he kept striving upward, which ultimately lead to his downfall. You can flesh this argument out with the quotations in Chapters 6 and 8 about Gatsby's past, along with his tragic death.

Myrtle would be another good choice for this type of prompt. In a sense, she seems to be living her ideal life in her affair with Tom—she has a fancy NYC apartment, hosts parties, and gets to act sophisticated—but these pleasures end up gravely hurting George, and of course her association with Tom Buchanan gets her killed.

Nick, too, if he had been happy with his family's respectable fortune and his girlfriend out west, might have avoided the pain of knowing Gatsby and the general sense of despair he was left with.

You might be wondering about George—after all, isn't he someone also dreaming of a better life? However, there aren't many instances of George taking his dreams of an ideal life "too far." In fact, he struggles just to make one car sale so that he can finally move out West with Myrtle. Also, given that his current situation in the Valley of Ashes is quite bleak, it's hard to say that striving upward gave him pain.

#5: The Great Gatsby is, among other things, a sobering and even ominous commentary on the dark side of the American dream. Discuss this theme, incorporating the conflicts of East Egg vs. West Egg and old money vs. new money. What does the American dream mean to Gatsby? What did the American Dream mean to Fitzgerald? How does morality fit into achieving the American dream?

This prompt allows you to consider pretty broadly the novel's attitude toward the American Dream, with emphasis on "sobering and even ominous" commentary. Note that Fitzgerald seems to be specifically mocking the stereotypical rags to riches story here—;especially since he draws the Dan Cody narrative almost note for note from the work of someone like Horatio Alger, whose books were almost universally about rich men schooling young, entrepreneurial boys in the ways of the world. In other words, you should discuss how the Great Gatsby seems to turn the idea of the American Dream as described in the quote on its head: Gatsby does achieve a rags-to-riches rise, but it doesn't last.

All of Gatsby's hard work for Dan Cody, after all, didn't pay off since he lost the inheritance. So instead, Gatsby turned to crime after the war to quickly gain a ton of money. Especially since Gatsby finally achieves his great wealth through dubious means, the novel further undermines the classic image of someone working hard and honestly to go from rags to riches.

If you're addressing this prompt or a similar one, make sure to focus on the darker aspects of the American Dream, including the dark conclusion to the novel and Daisy and Tom's protection from any real consequences . (This would also allow you to considering morality, and how morally bankrupt the characters are.)

#6: What is the current state of the American Dream?

This is a more outward-looking prompt, that allows you to consider current events today to either be generally optimistic (the American dream is alive and well) or pessimistic (it's as dead as it is in The Great Gatsby).

You have dozens of potential current events to use as evidence for either argument, but consider especially immigration and immigration reform, mass incarceration, income inequality, education, and health care in America as good potential examples to use as you argue about the current state of the American Dream. Your writing will be especially powerful if you can point to some specific current events to support your argument.

What's Next?

In this post, we discussed how important money is to the novel's version of the American Dream. You can read even more about money and materialism in The Great Gatsby right here .

Want to indulge in a little materialism of your own? Take a look through these 15 must-have items for any Great Gatsby fan .

Get complete guides to Jay Gatsby , George Wilson and Myrtle Wilson to get even more background on the "dreamers" in the novel.

Like we discussed above, the green light is often seen as a stand-in for the idea of the American Dream. Read more about this crucial symbol here .

Need help getting to grips with other literary works? Take a spin through our analyses of The Crucible , The Cask of Amontillado , and " Do not go gentle into this good night " to see analysis in action. You might also find our explanations of point of view , rhetorical devices , imagery , and literary elements and devices helpful.

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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Great Gatsby Essay: The Pursuit of the American Dream

• Great Gatsby Essay: The Pursuit…

A major theme in The Great Gatsby is the pursuit of what can be termed the American dream. Do you agree? By choosing a major character or a situation in Fitzgerald’s novel, discuss how or whether Fitzgerald is successful in exposing the underside of the American dream)

This represents the idea of the American Dream, where qualities of hard work and ambition are shown. The novel The Great Gatsby by Scott Fitzgerald embodies many themes; however, the most significant one relates to the corruption of the American dream.

The American Dream is defined as someone starting low on the economic or social level, and working hard towards prosperity and or wealth and fame. By having money, a car, a big house, nice clothes, and a happy family symbolizes the American dream. This dream also represents that people, no matter who he or she is, can become successful in life by his or her own work.

The desire to strive for what one wants can be accomplished if they work hard enough. The dream is represented by the idea of a self-sufficient man or woman, who works hard to achieve a goal to become successful. The Great Gatsby is a novel that shows what happened to the American Dream in the 1920’s, which is a time period when the dreams became corrupted for many reasons.

The American dream not only causes corruption but has caused destruction. Myrtle, Gatsby and Daisy have all been corrupted and destroyed by the dream.

The desire for a luxurious life is what lures Myrtle into having an affair with Tom. This decision harms her marriage with George, which leads to her death and loss of true happiness. Myrtle has the hope and desire for a perfect, wealthy and famous type of life.  She enjoys reading gossip magazines which represent her hope for the life of “the rich and famous”.

This shows how the one reason she wants to be with Tom, is because he represents the life of “the rich and famous”. When Myrtle first got married to George Wilson, she thought that she was crazy about him and thought that they were happy being together. Myrtle says, “The only crazy I was was when I married him. I knew right away I made a mistake.

He borrowed somebody’s best suit to get married in, and never told me about it, and the man came after it one day when he was out…” (Fitzgerald, 37) This shows how materialistic Myrtle is, and that she didn’t appreciate how George couldn’t afford his own suit to get married in. She looks at Tom in a different way. She looks at him as someone who can afford to buy their own suit for their own wedding. Myrtle is attracted to not only Tom’s appearance but his money as well.

She believes that Tom is the ideal picture-perfect man that represents the advertisement of the American Dream. Myrtle is considered to be lower class, as she doesn’t have a lot of money. Myrtle sleeps with Tom to inch her way to an upper-class status. People who are upper class are the ones that have money, drive fancy cars, and have nice big houses. Myrtle isn’t one of those people but desires to be one of them. This, later on, causes destruction and destroys Myrtle.

It was later found that Daisy was the one that hit Myrtle with her car which resulted in the death of Myrtle. It is ironic that Daisy was the one that killed her, since Myrtle was having an affair with her husband, Tom. This shows how the desire for a luxurious life and having the American dream, only caused destruction in this novel and destroyed someone’s life.

The hope for happiness is something that Daisy hoped to have, but finding out she married the wrong man changed who she is and her outlook on life. Early on in the novel, Daisy finds out a secret that Tom is hiding from her. Jordan says, “She might have the decency not to telephone him a dinner time.

Don’t you think?” (Fitzgerald, 20) Tom got a call from some women at dinner time, and Jordan claims that the woman is Tom’s, suggesting that he is sleeping with someone else. You learn throughout the novel that Tom and Daisy’s relationship is not to most ideal, happy relationship. Tom seems to be abusive towards her and rather does not seem to care much about her. Daisy thinks she has everything, wealth, love, and happiness which all tie into the American dream, but then she discovers that she has nothing and that she has been corrupted by this specific dream.

She thought she has all she desired but truly realized she had nothing. She has a child, who does not seem important to her at all. The child is never around, which shows a lot about Daisy. When her child was born, Daisy said “I’m glad it’s a girl. And I hope she’ll be a fool – that’s the best thing a girl can be in this world, a beautiful fool.” (Fitzgerald, 22)

Daisy basically explained that there are limited possibilities for women, and she would have rather had a boy. The baby has to be a beautiful fool in order to be happy and successful. Woman back in the 1920’s all married for money, and not necessarily love. Daisy thought she had loved when she married Tom, but truly in the long run, only came out with money.

With Gatsby, Daisy realized something that broke her heart. When reunited with Gatsby, who she has not seen in about five years Daisy breaks down and starts to cry. “They’re such beautiful shirts, it makes me sad because I’ve never seen such – such beautiful shirts before.” (Fitzgerald, 89) At this time Daisy realizes that she did marry for money and not for love.

She figures out that she could have married for money with Gatsby but would have had love too. The chase for the American dream and the ideal man to be with destroyed Daisy’s happiness.

The ambition for something has thrown Gatsby over the edge. His love and chase for Daisy have taken over his whole life. He feels that he has to live up to the American dream to accomplish what he truly dreams for, which is Daisy. While Gatsby was away fighting in the war, Daisy met Tom and married him.

Daisy had always been rich and Gatsby thought that in order to get Daisy back, he needs to have money so that he would be able to give Daisy anything she wanted. There was a green light where Daisy lived that Gatsby would always look out for.

The green light is of great significance in this novel. It becomes evident that this green light is not Daisy, but a symbol representing Gatsby’s dream of having Daisy. The fact that Daisy falls short of Gatsby’s expectations is obvious. Knowing this, one can see that no matter how hard Gatsby tries to live his fantasy, he will never be able to achieve it.

Through close examination of the green light, one may learn that the force that empowers Gatsby to follow his lifelong aspiration is that of the American Dream. Fitzgerald uses the green light as a symbol of hope, money, and jealousy.  Gatsby looks up to the American dream and follows it so he can be the picture-perfect man that every girl desires.

Gatsby cares a lot about how people see him, and his appearance towards others. He wants everything to look perfect for Daisy, as he wants Daisy to view him as a perfect man. “We both looked down at the grass – there was a sharp line where my ragged lawn ended and the darker, well-kept expanse of his began. I suspected he meant my grass.” (Fitzgerald, 80)

This presents the theme of appearance vs. reality and how Gatsby wants everything to look nice and presentable when he meets up with Daisy for the first time in five years. Gatsby becomes corrupted because his main goal is to have Daisy. He needs to have an enormous mansion so he could feel confident enough to try and get Daisy. Gatsby was blinded by the American dream and as a result of this, cause the destruction of Gatsby himself. He didn’t end up getting what he wanted because the American dream took over who he truly was.

The American dream is a powerful dream that was significant in the novel The Great Gatsby by Scott Fitzgerald. It was evident that this dream only truly caused corruption and destruction. The desire for something sometimes causes people to be someone they are not and this usually does not result in a positive outcome.

The American Dream is defined as someone starting low on the economic or social level, and working hard towards prosperity and or wealth and fame. Most characters in the novel The Great Gatsby all wanted money, wealth, and happiness and would do anything in their power to get this.

The Great Gatsby is a novel that shows what happened to the American Dream in the 1920s, which is a time period when the dreams became corrupted. The American dream not only causes corruption but has caused destruction.

Myrtle, Gatsby, and Daisy have all been corrupted and destroyed by the dream and it was clear to be true. Money cannot buy you happiness which is something that the three characters in the novel The Great Gatsby truly did not realize.

Related Posts

• Great Gatsby: Chapter Eight Analysis & Summary
• Marxist Theory in Great Gatsby
• The Great Gatsby Essay: Lies And Deception
• The Great Gatsby: Jay Gatsby Character Analysis
• The Great Gatsby: Corruption of the American Dream in the 1920’s

Author:  William Anderson (Schoolworkhelper Editorial Team)

Tutor and Freelance Writer. Science Teacher and Lover of Essays. Article last reviewed: 2022 | St. Rosemary Institution © 2010-2024 | Creative Commons 4.0

16 Comments

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Hi. Please see the Author box.

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2 years after…yeah turnitin prob will catch that

Ich habe diese Webseite meinen Lesezeichen hinzugefügt – gekonnt und umfassend geschildert – spitzen. So könnt ihr weitermachen – ich möchte mehr davon verschlingen!

Great explaination (:

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'Why is it so hard to make it in America?' Here's the true cost of the American Dream

How much does it cost to live the American Dream? More than most of us can afford, according to two recent studies.

A household would have to spend more than $150,000 a year to live the dream in 29 of the 50 states, according to an analysis published in April by the personal finance site GOBankingRates.

According to the report, the optimal American lifestyle would cost $137,842 a year in Ohio, $147,535 in Texas, $159,932 in Florida, $194,067 in New York and $245,723 in California.

And how, exactly, does one quantify the American Dream?

GOBankingRates defines the dream as getting married, raising two children and owning a home, a car and a pet. (You can almost imagine them tooling around in one of those little plastic cars from the Game of Life.)

The site ran the numbers for every state, factoring in a mortgage, annual health care costs, utilities, education, groceries, pets and child care. After tallying the expenses, researchers doubled them, to account for discretionary spending and savings.

In Hawaii, the American Dream will cost you

Hawaii ranks as the costliest state, at $260,734 per year. Mississippi is the least expensive, at $109,516.

Here’s a breakdown of costs in Illinois, a midpriced American state, ranked as 26 th -least-expensive among the 50:

◾ Median home price: $255,278

◾ Annual child care: $24,174

◾ Annual mortgage: $21,401

◾ Car: $8,709

◾ Grocery: $8,143

◾ Health care: $7,021

◾ Utilities: $5,278

◾ Education: $2,475

◾ Pet: $1,170

◾ Annual total: $78,369

◾ Full cost of the American Dream: $156,739

That total, $156,739, is more than most of us earn in a year. Median household income was $74,580 in 2022, according to the Census Bureau.

“Ultimately, this study highlights just how high of a hill Americans have to climb if they want to comfortably afford to live as a family of four,” said Andrew Murray , lead data content researcher at GOBankingRates.

What does living the American Dream cost in a lifetime?

Another report, released in December by the financial media site Investopedia, estimates what the American Dream costs across an entire lifetime: $3.4 million .

That is a staggering sum, Investopedia observes, considering what the average American earns in a lifetime: about $2.3 million.

Here’s how Investopedia breaks down the itemized costs of the American Dream:

◾ Lifetime of health insurance: $934,752

◾ Average home, plus mortgage interest: $796,998

◾ Raising two children: $576,896

◾ Lifetime owning a car: $271,330

◾ Lifetime of pet care: $67,935

◾ College: $42,070

◾ Wedding and engagement: $35,800

◾ Two baby deliveries: $5,708

◾ Retirement: $715,968

◾ Funeral: $7,848

And many of those figures are low-ball estimates, said Caleb Silver , editor-in-chief of Investopedia.

The tab for lifetime car costs, for example, assumes you can live the American Dream while driving only used vehicles. The college costs figure covers only one year at a public, in-state institution for each of the two children.

“These are what we think are reasonable expectations for having a household in America today,” Silver said.

Investopedia prepared the report partly to feed reader interest: Many site visitors wanted to know what Investopedia had to say about financing the American Dream.

“The reason that the American Dream was one of our most-searched terms last year,” Silver said, “is that people thought it was further and further away from them.”

Runaway housing costs put the American Dream out of reach

If rising prices are pushing the American Dream out of reach for many Americans, perhaps nothing emblemizes that trend quite like the runaway costs of owning an American home.

The median sale price for an existing home rose more than 40% between early 2020 and mid-2022, topping out at a seasonal peak of just over $400,000, according to the National Association of Realtors.

Home prices are still rising, albeit more slowly: Prices on existing homes rose 4.8% from March 2023 to March 2024.

And mortgage rates are twice as high now as in early 2022: 7.2%, as of May 2, compared to just over 3% at the start of 2022.

Mortgage rates rose in response to a campaign of dramatic interest-rate hikes by the Federal Reserve to tamp down inflation.

High rates and high prices have hobbled homebuyers. In one recent survey , published last month by BMO Financial Group, 71% of prospective buyers said they would wait until the Fed cuts rates before they enter the market.

“When you think of the American Dream, you think of, 'How do people become a part of this wonderful middle class?' They purchase a home,” said Kurt Carlton , president of New Western, a marketplace for investors to find houses to rehab or remodel, based in Irving, Texas.

Retirement costs are a red flag for many Americans

One red flag in the Investopedia report, Silver said, is the high cost of retirement. The estimated tab, $715,968, assumes a household will need 80% of the income earned from work for a 12-year retirement.

“By and large, people are not saving nearly enough for having that money when they stop earning a regular paycheck,” Silver said.

According to the Survey of Consumer Finances, the median household held $87,000 in retirement savings in 2022. Nearly half of households had no retirement savings.

Inflation has pushed up the costs of other components of the American Dream, including child care , groceries and even pet care .   

'Child care desert': In this state, parents pay one-third of their income on child care

According to a Bankrate analysis of labor statistics, overall consumer prices have risen 20% since February 2020, a time before the recent inflation crisis.

The GOBankingRates study notes that annual grocery costs now top $9,000 in five states: Alaska, Hawaii, California, Washington and Oregon. Child care costs exceed $20,000 in many states, and they top $30,000 in Massachusetts.

Young Americans aren't buying into the American Dream

Dwindling hopes of achieving the American Dream may be hitting younger Americans the hardest. They are struggling with the rising costs of college, childcare and especially buying a first home, a milestone many older Americans have already reached.

Two-thirds of Americans believe younger people face hardships that earlier generations didn’t, according to an online survey of more than 2,000 U.S. adults done for USA TODAY by The Harris Poll in 2023.

"Many younger generations have given up on the American Dream," said Grant Gallagher, head of financial well-being at Affinity Federal Credit Union in New Jersey. "With all of these headwinds, the American Dream is being redefined by the 30-and-under crowd as focusing on living their best life with what they have."