Dorothy Vaughan Character Analysis

Dorothy worked as a math teacher…. As a college graduate and a teacher, she stood near the top of what most Negro women could hope to achieve. Teachers were considered the "upper level of training and intelligence in the race” a ground force of educators who would not just impart book learning but live in the Negro community and "direct its thoughts and head its social movements.” Her in-laws were mainstays of the town's Negro elite. They owned a barbershop, a pool hall, and a service station. The family's activities were regular fodder for the social column in the Farmville section of the Norfolk journal and Guide, the leading Negro newspaper in the southeastern United States. Dorothy, her husband, Howard, and their four young children lived in a large, rambling Victorian house on South Main Street with Howard's parents and grandparents.

…At the end of November 1943, at thirty-two years old, a second chance—one that might finally unleash her professional potential—found Dorothy Vaughan. It was disguised as a temporary furlough from her life as a teacher, a stint expected to end and deposit her back in the familiarity of Farmville when her country's long and bloody conflict was over. The Colemans' youngest daughter would eventually find the same second chance years in the future, following Dorothy Vaughan down the road to Newport News, turning the happenstance of a meeting during the Greenbrier summer into something that looked a lot more like destiny.

The American mosaic was on full display, youngsters barely over the threshold of adolescence and men in the sinewy prime of manhood, fresh from the nation's cities, small towns, and countrysides, pooling in the war towns like summer rain. Negro regiments piled in from around the country. One detachment was composed entirely of Japanese Americans. Enlistees from Allied countries, like Chinese medical officers and the first Caribbean Regiment, presented themselves to the port's commanding officers before shipping out. Companies of the Women's Army Corps (WACs) stood ramrod straight and saluted. The port band sent soldiers off with "Boogie Woogie Bugle Boy,” "Carolina in My Mind,” "La Marseillaise”—the melodies of a hundred different hearts and hometowns.

In 1940, just 2 percent of all black women earned college degrees, and 60 percent of those women became teachers, mostly in public elementary and high schools. Exactly zero percent of those 1940 college graduates became engineers. And yet, in an era when just 10 percent of white women and not even a full third of white men had earned college degrees, the West Computers had found jobs and each other at the "single best and biggest aeronautical research complex in the world.”

As if trying to redeem his own professional disappointment through the achievements of one of the few students whose ability matched his impossibly high standards, Claytor maintained an unshakable belief that Katherine could meet with a successful future in mathematical research, all odds to the contrary. The prospects for a Negro woman in the field could be viewed only as dismal. If Dorothy Vaughan had been able to accept Howard University's offer of graduate admission, she likely would have been Claytor's only female classmate, with virtually no postgraduate career options outside of teaching, even with a master's degree in hand. In the 1930s, just over a hundred women in the United States worked as professional mathematicians. Employers openly discriminated against Irish and Jewish women with math degrees; the odds of a black woman encountering work in the field hovered near zero.

Dorothy worked as a math teacher…. As a college graduate and a teacher, she stood near the top of what most Negro women could hope to achieve. Teachers were considered the "upper level of training and intelligence in the race” a ground force of educators who would not just impart book learning but live in the Negro community and "direct its thoughts and head its social movements.” Her in-laws were mainstays of the town's Negro elite. They owned a barbershop, a pool hall, and a service station. The family's activities were regular fodder for the social column in the Farmville section of the Norfolk journal and Guide, the leading Negro newspaper in the southeastern United States. Dorothy, her husband, Howard, and their four young children lived in a large, rambling Victorian house on South Main Street with Howard's parents and grandparents.

…At the end of November 1943, at thirty-two years old, a second chance—one that might finally unleash her professional potential—found Dorothy Vaughan. It was disguised as a temporary furlough from her life as a teacher, a stint expected to end and deposit her back in the familiarity of Farmville when her country's long and bloody conflict was over. The Colemans' youngest daughter would eventually find the same second chance years in the future, following Dorothy Vaughan down the road to Newport News, turning the happenstance of a meeting during the Greenbrier summer into something that looked a lot more like destiny.

The American mosaic was on full display, youngsters barely over the threshold of adolescence and men in the sinewy prime of manhood, fresh from the nation's cities, small towns, and countrysides, pooling in the war towns like summer rain. Negro regiments piled in from around the country. One detachment was composed entirely of Japanese Americans. Enlistees from Allied countries, like Chinese medical officers and the first Caribbean Regiment, presented themselves to the port's commanding officers before shipping out. Companies of the Women's Army Corps (WACs) stood ramrod straight and saluted. The port band sent soldiers off with "Boogie Woogie Bugle Boy,” "Carolina in My Mind,” "La Marseillaise”—the melodies of a hundred different hearts and hometowns.

In 1940, just 2 percent of all black women earned college degrees, and 60 percent of those women became teachers, mostly in public elementary and high schools. Exactly zero percent of those 1940 college graduates became engineers. And yet, in an era when just 10 percent of white women and not even a full third of white men had earned college degrees, the West Computers had found jobs and each other at the "single best and biggest aeronautical research complex in the world.”

As if trying to redeem his own professional disappointment through the achievements of one of the few students whose ability matched his impossibly high standards, Claytor maintained an unshakable belief that Katherine could meet with a successful future in mathematical research, all odds to the contrary. The prospects for a Negro woman in the field could be viewed only as dismal. If Dorothy Vaughan had been able to accept Howard University's offer of graduate admission, she likely would have been Claytor's only female classmate, with virtually no postgraduate career options outside of teaching, even with a master's degree in hand. In the 1930s, just over a hundred women in the United States worked as professional mathematicians. Employers openly discriminated against Irish and Jewish women with math degrees; the odds of a black woman encountering work in the field hovered near zero.