“Cross” by Langston Hughes: A Critical Analysis

Introduction: “Cross” by Langston Hughes

“Cross” by Langston Hughes was first published in 1922, likely in an anthology titled The Book of American Negro Poetry edited by James Weldon Johnson. The poem tackles the complexities of racial identity in a segregated society. It uses simple, yet powerful language to convey the speaker’s internal conflict and emerging sense of empathy for both his white father and Black mother.

Text: “Cross” by Langston Hughes

Annotations: “Cross” by Langston Hughes

Text: “Cross” by Langston Hughes	Annotations
My old man’s a white old man	The speaker’s father is a white man.
And my old mother’s black.	The speaker’s mother is a black woman.
If ever I cursed my white old man	The speaker reflects on any past anger or resentment towards his father because of his race.
I take my curses back.	The speaker regrets cursing his father and takes back those curses.
If ever I cursed my black old mother	The speaker reflects on any past anger or resentment towards his mother because of her race.
And wished she were in hell,	The speaker acknowledges having wished ill upon his mother.
I’m sorry for that evil wish	The speaker expresses remorse for the previous wish of harm towards his mother.
And now I wish her well.	The speaker now wishes his mother well.
My old man died in a fine big house.	The speaker’s father passed away in a wealthy or comfortable setting.
My ma died in a shack.	The speaker’s mother passed away in poverty or poor living conditions.
I wonder where I’m gonna die,	The speaker ponders where he will eventually pass away.
Being neither white nor black?	The speaker reflects on his mixed racial identity and wonders about his place in society.

Literary And Poetic Devices: “Cross” by Langston Hughes

Literary Device	Example	Explanation
Alliteration	“My old man’s a white old man”	The repetition of the “m” sound in “my,” “man’s,” and “man” creates a rhythmic and musical effect.
Allusion	“If ever I cursed my white old man”	The speaker alludes to feelings of anger or resentment towards their father based on his race, reflecting broader societal issues of racial tension.
Assonance	“I wonder where I’m gonna die”	The repetition of the short “i” sound in “wonder,” “where,” and “gonna” creates a melodic quality and emphasizes uncertainty.
Consonance	“My old man’s a white old man”	The repetition of the “d” sound in “old,” “man’s,” and “old” creates a sense of harmony and rhythm.
Enjambment	“My old man’s a white old man / And my old mother’s black.”	The continuation of the sentence from one line to the next without a pause creates a sense of fluidity and connection between the speaker’s parents.
Hyperbole	“My old man died in a fine big house. My ma died in a shack.”	The exaggerated difference in living conditions between the speaker’s father and mother highlights the stark contrast in their socioeconomic status.
Imagery	“My old man died in a fine big house. My ma died in a shack.”	The contrasting images of a “fine big house” and a “shack” vividly depict the disparate living situations of the speaker’s parents.
Irony	“My old man’s a white old man / And my old mother’s black.”	The irony lies in the fact that despite the racial differences between the speaker’s parents, they both face challenges and inequalities.
Metaphor	“Being neither white nor black?”	The speaker uses the metaphor of not fitting neatly into either racial category to express their sense of identity confusion and societal alienation.
Onomatopoeia	“If ever I cursed my black old mother”	The word “cursed” imitates the harsh sound associated with anger or resentment, enhancing the emotional impact of the line.
Oxymoron	“white old man”	The juxtaposition of “white” and “old” highlights the complexities and contradictions within the speaker’s relationship with their father, who belongs to a dominant racial group yet is depicted as aged and possibly vulnerable.
Personification	“And now I wish her well.”	The speaker attributes human qualities, such as the ability to receive good wishes, to the abstract concept of “well-being,” emphasizing their desire for their mother’s happiness.
Repetition	“My old man’s a white old man”	The repetition of the phrase “old man” emphasizes the speaker’s reflection on their father’s age and possibly his authority or influence.
Rhyme	“If ever I cursed my white old man / I take my curses back.”	The words “man” and “back” rhyme, creating a sense of unity and completion within the lines.
Simile	“My old man died in a fine big house.”	The comparison between the father’s death and the image of a “fine big house” suggests a sense of wealth and comfort associated with his passing.
Symbolism	“My old man’s a white old man / And my old mother’s black.”	The racial identities of the speaker’s parents symbolize broader societal divisions and inequalities based on race.
Tone	“I’m sorry for that evil wish”	The tone of apology conveys the speaker’s remorse and regret for past feelings of resentment towards their mother.
Understatement	“My ma died in a shack.”	The understatement of the mother’s death in a “shack” minimizes the severity of her living conditions, highlighting the speaker’s acceptance of her hardships.
Verbal Irony	“I take my curses back.”	The speaker’s declaration of taking back their curses towards their father ironically suggests a reversal of previous negative feelings or actions.
Visual Imagery	“My old man died in a fine big house.”	The image of a “fine big house” creates a vivid mental picture that contrasts with the subsequent image of the mother’s humble dwelling.

Themes: “Cross” by Langston Hughes

1. Racial Identity and Conflict: One prominent theme in “Cross” is the exploration of racial identity and the conflicts that arise from it. The speaker grapples with their mixed racial heritage, feeling neither fully white nor black. This theme is evident throughout the poem, as the speaker reflects on their relationships with their white father and black mother. For example, the lines “My old man’s a white old man / And my old mother’s black” highlight the racial contrast within the speaker’s family. The disparities in their parents’ living conditions further emphasize the societal divisions based on race, with the father dying in a “fine big house” and the mother in a “shack.” The theme of racial identity is also underscored by the speaker’s acknowledgment of past resentment towards their parents based on their race, followed by a reconciliation and expression of wishes for their well-being.
2. Family and Relationships: Another theme explored in the poem is the complexity of familial relationships and the impact of socioeconomic disparities within the family unit. The speaker reflects on the contrasting lives and deaths of their parents, highlighting the disparities in their socioeconomic statuses. While the father lived in relative wealth, symbolized by the “fine big house,” the mother lived in poverty, depicted by the “shack.” This stark difference in living conditions underscores the theme of familial inequality and its effects on the speaker’s sense of identity and belonging. Additionally, the speaker’s reflections on past feelings of anger towards their parents and subsequent expressions of remorse and well-wishes illustrate the evolving dynamics of familial relationships over time.
3. Socioeconomic Disparity: The poem also addresses the theme of socioeconomic disparity and its impact on individuals and families. Through the contrasting living conditions of the speaker’s parents, Hughes explores the profound effects of poverty and wealth on one’s life experiences and opportunities. The father’s death in a “fine big house” suggests privilege and affluence, while the mother’s death in a “shack” signifies hardship and deprivation. This juxtaposition highlights the unequal distribution of resources and opportunities based on socioeconomic status. Moreover, the speaker’s contemplation of their own future and mortality underscores the theme of socioeconomic disparity, as they wonder where they will eventually die, feeling neither white nor black and potentially facing similar challenges as their parents.
4. Identity and Belonging: Lastly, “Cross” delves into the theme of identity and the struggle to find a sense of belonging in a society marked by racial divisions and inequalities. The speaker grapples with their mixed racial heritage and the societal expectations and prejudices that come with it. The repeated question, “Being neither white nor black?” reflects the speaker’s uncertainty and existential pondering about their place in the world. This theme is further emphasized by the speaker’s acknowledgment of past resentment towards their parents based on their race and subsequent reconciliation, as well as their contemplation of their own mortality. Through these reflections, Hughes portrays the complexities of racial identity and the quest for self-understanding and acceptance in a racially stratified society.

Literary Theories and “Cross” by Langston Hughes

Literary Theory	Example from the Poem	Analysis
Identity Theory	“My old man’s a white old man / And my old mother’s black.”	The poem explores the speaker’s mixed identity and the tension between their white and black heritage.
Critical Race Theory	“My old man died in a fine big house. / My ma died in a shack.”	The poem highlights the racial disparities and injustices faced by the speaker’s mother, a black woman, compared to their father, a white man.
Psychoanalytic Theory	“If ever I cursed my white old man / I take my curses back… / If ever I cursed my black old mother / And wished she were in hell, / I’m sorry for that evil wish / And now I wish her well.”	The speaker’s inner conflict and guilt over their past feelings towards their parents reveal a desire for reconciliation and forgiveness, reflecting a psychoanalytic exploration of the unconscious mind.

Critical Questions about “Cross” by Langston Hughes

• How does Hughes challenge traditional notions of racial identity and family dynamics in “Cross”?
• Hughes challenges traditional notions of racial identity and family dynamics by portraying the complexities and contradictions within the speaker’s mixed-race heritage and familial relationships. For instance, the speaker’s acknowledgment of their white father and black mother defies simplistic racial categorizations and exposes the fluidity and ambiguity of racial identity. Additionally, the poem highlights the disparities in the parents’ living conditions, challenging the conventional ideal of familial unity and prosperity. By exploring the speaker’s internal conflicts and societal perceptions of race, Hughes prompts readers to reconsider conventional understandings of racial identity and familial bonds.
• How does Hughes use symbolism and imagery to convey themes of inequality and social injustice in “Cross”?
• Hughes employs symbolism and vivid imagery to convey themes of inequality and social injustice in “Cross.” For example, the contrasting images of the father’s death in a “fine big house” and the mother’s death in a “shack” symbolize the stark disparities in socioeconomic status and living conditions based on race. This visual imagery underscores the pervasive effects of systemic racism and economic inequality on individuals and families. Additionally, the speaker’s reflection on their own mixed racial identity and uncertain future further emphasizes the theme of societal marginalization and the struggle for equality.
• In what ways does “Cross” explore the intersectionality of race, class, and identity?
• “Cross” explores the intersectionality of race, class, and identity by intertwining the speaker’s reflections on their racial heritage with considerations of socioeconomic status and societal expectations. The poem delves into the complexities of the speaker’s mixed racial identity and the intersecting factors that shape their experiences and sense of self. Through the contrast between the parents’ living conditions and the speaker’s contemplation of their own mortality, Hughes underscores the interconnectedness of race, class, and identity in shaping individual lives and societal inequalities. By highlighting these intersections, the poem invites readers to consider the multifaceted nature of identity and the systemic barriers that perpetuate inequality.
• How does Hughes challenge readers to confront their own biases and assumptions about race and privilege in “Cross”?
• Hughes challenges readers to confront their own biases and assumptions about race and privilege by presenting the speaker’s internal struggles and societal observations. The poem prompts readers to reflect on their perceptions of race and privilege, particularly in relation to the disparities depicted between the speaker’s parents. By portraying the father’s relative affluence and the mother’s poverty, Hughes compels readers to examine the ways in which systemic racism and socioeconomic inequality intersect to perpetuate privilege for some while marginalizing others. Through the speaker’s introspective journey and acknowledgment of past resentment towards their parents based on race, Hughes encourages readers to confront their own prejudices and consider the broader implications of racial inequality

Essay Topics, Questions and Thesis Statements about “Cross” by Langston Hughes

Topic	Question	Thesis Statement
Racial Identity and Belonging	How does the speaker’s mixed race heritage influence their sense of belonging and identity?	“In ‘Cross,’ Langston Hughes explores the tensions of racial identity and belonging through the speaker’s conflicted emotions, revealing the struggle to find a sense of self amidst societal expectations and internalized oppression.”
Intergenerational Trauma and Forgiveness	How does the speaker’s relationship with their parents reflect the legacy of slavery and racism, and what role does forgiveness play in healing?	“Through the speaker’s introspection and apologies, Hughes’ poem ‘Cross’ illustrates the power of forgiveness in breaking cycles of intergenerational trauma and racism, allowing for personal liberation and reconciliation.”
Social Justice and Racial Disparity	How does the poem critique systemic racism and socioeconomic disparities, and what message does it convey about social justice?	“In ‘Cross,’ Hughes employs stark contrasts and poignant imagery to expose the harsh realities of racial inequality, emphasizing the need for social justice and human empathy to bridge the chasm between black and white America.”

Literary Works Similar to “Cross” by Langston Hughes

1. “Theme for English B” by Langston Hughes: This poem, also by Langston Hughes, explores themes of racial identity, societal expectations, and the complexities of belonging. Like “Cross,” it delves into the internal conflicts and external pressures faced by individuals navigating their place in a racially stratified society.
2. “The Ballad of the Landlord” by Langston Hughes: Another poem by Langston Hughes, “The Ballad of the Landlord” addresses themes of racial injustice and socioeconomic disparity. It portrays the struggles of an African American tenant facing exploitation and discrimination by a white landlord, highlighting issues of power dynamics and social inequality.
3. “Incident” by Countee Cullen: This poem by Countee Cullen explores themes of racial prejudice and childhood innocence. Similar to “Cross,” it reflects on the impact of racial discrimination on individual experiences and identity formation, depicting a disturbing encounter with racism during the speaker’s youth.
4. “The Weary Blues” by Langston Hughes: In “The Weary Blues,” Langston Hughes uses vivid imagery and musical language to convey themes of alienation, loneliness, and the quest for self-expression. While stylistically different from “Cross,” it shares thematic elements related to identity, belonging, and the African American experience.
5. “I, Too” by Langston Hughes: This poem by Langston Hughes celebrates resilience and empowerment in the face of racial oppression. Like “Cross,” it addresses themes of racial identity and societal marginalization, but with a tone of defiance and hope for a more inclusive future.

Suggested Readings: “Cross” by Langston Hughes

• “Cross” by Langston Hughes: https://www.poetryfoundation.org/poems/150989/cross
• Shields, John P. “” Never Cross the Divide”: Reconstructing Langston Hughes’s Not without Laughter.” African American Review 28.4 (1994): 601-613.
• Smith, Katharine Capshaw. “A Cross-Written Harlem Renaissance: Langston Hughes’s The Dream Keeper.” The Oxford Handbook of Children’s Literature (2011): 129.
• Berry, Faith. “The Universality of Langston Hughes.” The Langston Hughes Review 1.2 (1982): 1-10.
• Sundquist, Eric J. “Who Was Langston Hughes?.” Commentary 102.6 (1996): 55-60.

Representative Quotations “Cross” by Langston Hughes

Quotation	Context	Theoretical Perspective
“My old man’s a white old man / And my old mother’s black.”	Introduction to the speaker’s mixed race heritage	Identity Theory: Highlights the speaker’s complex identity and the tension between their white and black roots.
“If ever I cursed my white old man / I take my curses back.”	Speaker’s regret and apology for past feelings towards their father	Psychoanalytic Theory: Reveals the speaker’s inner conflict and desire for reconciliation with their past emotions.
“My old man died in a fine big house. / My ma died in a shack.”	Contrast between the speaker’s parents’ deaths and living conditions	Critical Race Theory: Exposes the socioeconomic disparities and racial injustices faced by the speaker’s mother, a black woman.
“I’m sorry for that evil wish / And now I wish her well.”	Speaker’s apology and newfound appreciation for their mother	Feminist Theory: Highlights the speaker’s recognition of their mother’s struggles and a desire for maternal reconciliation.
“I wonder where I’m gonna die, / Being neither white nor black?”	Speaker’s uncertainty about their own mortality and identity	Existentialist Theory: Reflects the speaker’s existential crisis, questioning their place in the world and their identity beyond racial binaries.