Toni Morrison utilizes ambiguity by withholding the explicit racial identities of Twyla and Roberta. This forces readers to rely on their own preconceived notions and biases, inviting multiple interpretations of the characters’ racial backgrounds. The opening scene, where Twyla recalls her mother’s comment about the other girls’ unwashed hair and peculiar smell, is begging for racial interpretation. The ambiguity surrounding Twyla’s mother’s racial identity and her attitude toward the other girls further complicates the narrative. Later, as Twyla recollects Roberta’s inability to read but her exceptional skill at jacks, readers may draw parallels to historical contexts of racial inequality in American education, where Black children were often denied access to formal education. This, coupled with the characters’ names, which do not explicitly signal a specific racial identity, reinforces the theme of racial ambiguity. The scene at the diner, where Twyla encounters Roberta with two Black male friends, highlights the awkwardness of their social interaction. The characters’ differing levels of cultural awareness, particularly regarding music and popular culture, underscore the complexities of racial identity and the impact of social class. Perhaps the most striking example of ambiguity’s role in exploring racial identity is the treatment of Maggie. Twyla’s initial indifference and later regret regarding Maggie’s mistreatment reveal the insidious nature of racial prejudice, often unconscious and deeply ingrained. By obscuring the characters’ racial identities, Morrison compels readers to confront their own biases and assumptions. Through these instances, Morrison demonstrates the power of ambiguity to challenge our preconceived notions and to explore the multifaceted nature of race and identity. By withholding explicit racial markers, she invites us to examine the subtle ways in which race shapes our perceptions and experiences, ultimately leading us to look deeper within ourselves. 

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