In Maya Angelou's story "Finishing School," the phrase "finishing school" typically conjures images of an elite educational institution aimed at preparing young women for adult life, particularly in the realms of social etiquette, grace, and upper-class culture. These schools often emphasize refinement, poise, and the acquisition of skills deemed necessary for successfully navigating high society.
The irony in Angelou's use of "finishing school" in the context of the narrative lies in the contrast between this traditional notion of refinement and the realities of the experiences she describes. Instead of focusing on social niceties and polished appearances, the story emphasizes the struggles, resilience, and survival of individuals facing harsh realities and systemic challenges. The "finishing" that occurs in Angelou's narrative is not about perfecting oneself for societal acceptance but rather about enduring hardships and emerging stronger, often through difficult life lessons rather than formal education.
This juxtaposition highlights the deeper themes in Angelou's work, revealing the complexities of identity, race, and empowerment in a society that often marginalizes certain groups. As such, the term "finishing school" becomes a commentary on the broader societal expectations placed on individuals, particularly women of color, and challenges the reader to rethink notions of success, refinement, and what it means to truly be "finished" or complete in one's personal journey.