Introduction
F. Scott Fitzgerald’s *The Great Gatsby* (1925) is a seminal work of American literature that offers a scathing critique of the social stratifications of the Jazz Age. Set in the 1920s, the novel explores the hollow pursuit of the American Dream through the lens of wealth, privilege, and inequality. As an undergraduate studying literature, I find the depiction of social class in the text particularly compelling, as it reveals not only the rigid hierarchies of the era but also the personal toll these divisions exact on individuals. This essay will examine how Fitzgerald portrays social class through the characters, settings, and overarching themes of the novel, with a focus on the distinctions between old money, new money, and the working class. By humanising the analysis—connecting the text to broader emotional and societal truths—I aim to unpack the complexities of class identity, aspiration, and exclusion. The discussion will be structured around three key areas: the symbolic geography of class, the personal struggles of class mobility, and the moral decay associated with wealth. Ultimately, this essay seeks to highlight how Fitzgerald’s nuanced portrayal remains relevant to contemporary discussions of inequality.
The Symbolic Geography of Class in The Great Gatsby
One of the most striking elements of Fitzgerald’s exploration of social class is the novel’s use of physical spaces to represent social divisions. The settings of East Egg, West Egg, and the Valley of Ashes serve as potent symbols of the rigid class structure of 1920s America. East Egg, home to old money families like Tom and Daisy Buchanan, represents inherited wealth and entrenched privilege. West Egg, where the newly rich Jay Gatsby resides, signifies the emerging class of self-made millionaires who, despite their wealth, lack the social pedigree to fully integrate into elite circles. Meanwhile, the Valley of Ashes—a desolate industrial wasteland—is the domain of the working poor, epitomised by George and Myrtle Wilson, who are trapped in a cycle of economic deprivation.
This geographical divide is more than mere backdrop; it underscores the impossibility of true social mobility. As Nick Carraway, the novel’s narrator, observes, the physical separation mirrors the impenetrable barriers between classes (Fitzgerald, 1925). For instance, Gatsby’s mansion in West Egg, though opulent, cannot buy him the acceptance of East Egg’s aristocracy. Indeed, this spatial metaphor reveals a deeper truth about class: it is not merely about money but about cultural capital and lineage—elements that Gatsby, as a parvenu, can never fully acquire. This idea aligns with Bourdieu’s concept of cultural capital, which suggests that social standing is determined not just by economic wealth but by ingrained social behaviours and connections (Bourdieu, 1986). Fitzgerald’s use of setting, therefore, offers a sharp critique of the American Dream, exposing it as an elusive promise for those outside the established elite.
The Personal Struggles of Class Mobility
Beyond the symbolic, Fitzgerald humanises the concept of class through the personal struggles of his characters, particularly Jay Gatsby. Gatsby’s relentless pursuit of wealth and status is driven by his desire to win back Daisy Buchanan, a symbol of the unattainable upper class. Born into poverty, Gatsby reinvents himself, amassing a fortune through dubious means in the hope of transcending his origins. Yet, his journey illustrates the profound emotional cost of class aspiration. Despite his material success, he remains an outsider, mocked by Tom Buchanan for his lack of refinement—“Mr. Nobody from Nowhere” (Fitzgerald, 1925, p. 124). This rejection is heartbreaking; it reveals how deeply internalised class distinctions are, even in a supposedly meritocratic society.
Gatsby’s story resonates on a personal level, as it mirrors the anxieties many feel about “fitting in” or being “good enough.” His tragic inability to bridge the class divide reflects a broader societal issue: the myth of the self-made individual. As critic Lionel Trilling notes, Gatsby’s failure is not merely personal but emblematic of a flawed cultural narrative that equates wealth with worth (Trilling, 1951). Furthermore, the contrast between Gatsby’s idealism and Tom’s arrogance highlights how class privilege often breeds entitlement rather than merit. For a student like myself, this raises poignant questions about fairness and opportunity—questions that feel just as urgent today as they did in the 1920s.
Moral Decay and the Corruption of Wealth
Another critical dimension of Fitzgerald’s portrayal of social class is the moral decay associated with wealth, particularly among the upper echelons. The Buchanans, with their inherited privilege, embody a careless disregard for others, as evidenced by their role in the novel’s tragic events. After Myrtle Wilson’s death, Tom and Daisy retreat into their “vast carelessness,” leaving devastation in their wake (Fitzgerald, 1925, p. 170). This behaviour suggests that wealth not only insulates individuals from accountability but also erodes their empathy. Fitzgerald seems to argue that the upper class, secure in their position, have little incentive to act ethically—a critique that remains strikingly relevant in discussions of modern wealth inequality.
By contrast, the working-class characters, such as George Wilson, are depicted as victims of this moral vacuum. George’s despair and ultimate act of violence stem from his powerlessness in a world dominated by the rich. Here, Fitzgerald appears to expose the dehumanising effects of class disparity; while the elite indulge in excess, the poor are crushed by systemic neglect. This observation is supported by literary scholar Marius Bewley, who argues that Fitzgerald uses class to reveal the “spiritual bankruptcy” of American society in the 1920s (Bewley, 1954). For me, as a reader, this aspect of the novel is particularly affecting—it forces us to confront the human cost of inequality, reminding us that behind every statistic or social theory are real lives and real suffering.
Conclusion
In conclusion, F. Scott Fitzgerald’s *The Great Gatsby* offers a profound exploration of social class through its symbolic settings, personal narratives, and moral critiques. The novel’s delineation of East Egg, West Egg, and the Valley of Ashes vividly maps the rigid hierarchies of the Jazz Age, while characters like Gatsby reveal the emotional toll of class aspiration. Moreover, Fitzgerald’s depiction of the moral decay among the wealthy serves as a damning indictment of privilege, highlighting the human cost of inequality. As a student engaging with this text, I find its themes both historically specific and universally relatable; they prompt reflection on my own perceptions of class and opportunity. Indeed, the novel’s relevance endures, as debates about wealth, status, and fairness continue to shape our world. Ultimately, *The Great Gatsby* challenges us to question the structures that define social worth, urging a deeper consideration of what it truly means to achieve the “American Dream.” By humanising these issues—connecting them to personal longing and loss—Fitzgerald ensures that his critique of class remains not only intellectually compelling but also deeply felt.
References
- Bewley, M. (1954) Scott Fitzgerald’s Criticism of America. *Sewanee Review*, 62(2), 223-246.
- Bourdieu, P. (1986) The Forms of Capital. In J. Richardson (Ed.), *Handbook of Theory and Research for the Sociology of Education*. Greenwood Press.
- Fitzgerald, F. S. (1925) *The Great Gatsby*. Scribner.
- Trilling, L. (1951) F. Scott Fitzgerald. In *The Liberal Imagination: Essays on Literature and Society*. Viking Press.
(Note: The word count for this essay, including references, is approximately 1050 words, meeting the requirement of at least 1000 words.)
