Margie Piercy's Poem Barbie Doll

In Margie Piercy’s poem “Barbie Doll” the main character experiences the “magic of puberty” (5), and the accompanied backlash **** from *** people treating puberty as if it were an idiopathic disease. The girl is this poem experiences a change from where she was normal, what she was expected to be, “the girl child was born as usual” (1), to maturing through puberty, “You have a great big nose and fat legs” (6) and having to struggle to be accepted by others, “she went to and fro apologizing” (10), apologizing for what she was. This girl was so *** that she was given advice as a way to hide her imperfections and seem more alluring to people, “she was advised to play coy, / exhorted to come on hearty, / exercise, diet, smile and wheedle” (12-14).

From the first stanza we can see that the student is having to grapple with a **** burden, “not good enough not pretty enough not smart enough” (3), stemming from her parents out views on her studies. The main character repeatedly apologizes to her parents “I apologize / for disappointing you” (5 and 6), wishing regretfully and mournfully “If only I were a son” (9). She could accomplish to “see the light in my mother’s / eyes, or the golden pride reflected / in my father's dream” (11-13). The speaker believes that if she were not the girl she was, ugly and stupid, and instead was this marvelous image coveted by her parents, “muscled and bold” (17), she would be worthy enough of her parents praise “assured / drawing praises to me” (17 and 18). She unfortunately realizes that all of her hard work is useless just as she will remain “So I have worked hard. / not good enough” (28 and 29). Even with her dedication and hard labors put into her studies, she just cannot thrive with her current *** in the environment she’s been placed in, “surely not good weather for flying- this sparrow / sillied and dizzied by the wind” (36-38) she struggles in vain against her parent expectations. The only way the main character can think of coping with this grief and disappointment is to commit suicide once she has attempted all other

David struggles against his teachers expectations of what a normal second grader should be capable of, often receiving negative feedback from the teacher “Write larger/ ...Messy! / … No! / Think again! / … Not in the original” (24-36). It can be seen from the story that david does not have the necessary skills that he should have learned at home such as spelling or structure “Rars aone bro your spek!” (45) and problems containing his energy, “Stay in your seat!” (40) being one of the rules he forgets on the rule’s test. His undeveloped skills probably come from his mother always working “whose mother is at work” (1) and a large family “crumpled drawing of a large family crowded / around a table, an apartment /... a huge sun in one / corner saying, Tomush noys!” (47-50); David can’t receive the proper attention or structure in his home which reflects in his school work. David however doesn't let himself be capsized by his ***, instead he associates his ‘differences’ as being a quality, comparing himself to a bird, he “believes birds are warm blooded, / the way they are quick in the air and give out long