Hillbilly Elegy
Chapter 10
by Vance, J. D.In Chapter 10 of *Hillbilly Elegy*, the narrator recounts his senior year of high school, focusing on his attempt to join the varsity golf team. Motivated by his grandmother Mamaw’s belief that golf is a gateway to the business world of the wealthy, he practices diligently despite her humorous skepticism. Though he fails to make the team, the experience exposes him to class disparities, as he faces mockery for his lack of proper attire. Mamaw’s tough love and unconventional wisdom, including her threat to run over his delinquent friends, underscore her role in steering him away from a dead-end path.
As graduation approaches, the narrator grapples with the decision to attend college, encouraged by his peers and Mamaw’s insistence that education is a worthwhile investment. Despite his improved SAT scores, his academic record is spotty, filled with absences and mediocre grades. The complexity of financial aid forms overwhelms him and Mamaw, highlighting their lack of familiarity with higher education systems. While excited about the prospect of Ohio State, he doubts his readiness for the independence and discipline required, fearing he might squander the opportunity.
The chapter shifts to his growing consideration of the Marine Corps as an alternative. Influenced by his cousin Rachael, a Marine veteran, he begins to see the military as a way to instill discipline and purpose. The aftermath of 9/11 fuels his patriotic urge to serve, but the rigors of military life intimidate him. A recruiter’s straightforward pitch—emphasizing leadership and personal growth—resonates with him, even as he struggles to envision himself as a Marine due to his physical and mental unpreparedness.
Ultimately, the chapter captures a pivotal moment of self-reflection and decision-making. The narrator weighs the risks of college against the transformative potential of the Marines, torn between his desire for a better future and his insecurities. Mamaw’s influence looms large, but it is Rachael’s endorsement that tips the scales. The chapter ends with him standing at a crossroads, symbolizing the broader themes of resilience, class mobility, and the search for identity that define the memoir.
FAQs
1. How did Mamaw influence J.D.’s decision to take up golf, and what does this reveal about her worldview?
Answer:
Mamaw encouraged J.D. to learn golf because she believed it was where “rich people do business,” despite having limited firsthand knowledge of affluent lifestyles. She supported him by helping pay for lessons and securing clubs through her brother. This reveals Mamaw’s practical, upwardly-mobility-focused mindset—she saw golf as a tool for socioeconomic advancement rather than just a sport. Her insistence on this (and her humorous, profanity-laced rebuttals to J.D.’s skepticism) underscores her determination to expose him to opportunities beyond their working-class roots, even if her understanding of those opportunities was imperfect.2. Analyze the significance of J.D.’s experience with the “enterprising young bully” during golf practice. What broader themes does this incident highlight?
Answer:
The bullying incident—where J.D. was mocked for wearing dress shoes instead of proper golf attire—illustrates the class barriers embedded in social institutions like sports. It highlights the cultural capital gap between working-class individuals and those familiar with elite norms. J.D.’s restraint (following Mamaw’s advice to “act like you’ve been there”) and Lindsay’s lingering anger years later also reflect hillbilly loyalty and the lasting emotional impact of such humiliations. This moment underscores the invisible rules of upward mobility that outsiders must navigate, often at personal cost.3. Why did J.D. hesitate about attending college despite his academic potential, and how did his concerns reflect deeper personal and systemic challenges?
Answer:
J.D. feared he wasn’t ready for college due to his inconsistent academic record (C’s, absences) and lack of life skills (managing finances, self-discipline). His apprehension also stemmed from the staggering debt revealed in financial aid forms—a systemic barrier for low-income students. Mamaw framed college as a necessary investment, but J.D. worried it might be a “bad investment” if he failed. This internal conflict reflects both personal growth (recognizing his flaws) and systemic inequities (the high-stakes financial burden placed on first-generation students).4. How did Rachael’s advice about the Marine Corps represent a turning point for J.D., and what does this reveal about his support system?
Answer:
Rachael, a respected Marine veteran, suggested the Corps to instill discipline J.D. lacked—a pivotal moment because her credibility made the impossible seem achievable. Her intervention shifted his trajectory from uncertain college plans to structured military service. This highlights how familial mentorship filled gaps left by institutions: Rachael’s practical solution addressed J.D.’s need for grit, while Mamaw’s earlier guidance had focused on academic opportunity. The contrast shows their complementary roles in his development.5. Evaluate the chapter’s portrayal of upward mobility. What contradictions or tensions does J.D. face in pursuing it?
Answer:
The chapter portrays upward mobility as both aspirational and fraught. J.D. desires success (via golf, college, or the Marines) but confronts contradictions: Mamaw’s savvy advice clashes with her limited lived experience; college promises advancement but risks failure; the military offers structure but demands extreme sacrifice. These tensions reveal how class mobility isn’t just about opportunity—it requires navigating unfamiliar cultures, overcoming self-doubt, and balancing familial wisdom with institutional barriers. J.D.’s journey underscores the emotional and practical complexities of breaking cycles of disadvantage.
Quotes
1. “Though wise in her own way, Mamaw knew little about the business habits of rich people, and I told her as much. ‘Shut up, you fucker,’ she told me. ‘Everybody knows rich people love to golf.’”
This exchange captures Mamaw’s blunt but well-intentioned guidance, illustrating her determination to push JD toward upward mobility despite her own limited understanding of elite circles. It also showcases their affectionate, profanity-laced dynamic.
2. “I resisted the urge to bury my putter in his goddamned ear, remembering Mamaw’s sage advice to ‘act like you’ve been there.’”
This moment highlights both the class tensions JD faced when entering privileged spaces and Mamaw’s crucial mentorship in teaching him to navigate them. The parenthetical about hillbilly loyalty adds cultural context.
3. “She promised that if she saw me in the presence of any person on the banned list, she would run him over with her car. ‘No one would ever find out,’ she whispered menacingly.”
This quote exemplifies Mamaw’s extreme but effective methods of keeping JD on a productive path, demonstrating how her unconventional parenting countered negative neighborhood influences.
4. “‘It’s the only damned thing worth spending money on right now,’ Mamaw said.”
This simple declaration encapsulates Mamaw’s belief in education as the pathway out of poverty, even as they both grapple with the daunting financial realities of college.
5. “I knew that I wanted to excel in college, get a good job, and give my family the things I’d never had. I just wasn’t ready to start that journey.”
This introspective moment captures JD’s central conflict - his aspirations versus his self-doubt - which leads him to consider the Marine Corps as a transformative solution.