Rainbow Tulip

BIBLIOGRAPHY

Mora, Pat. 1999. Rainbow Tulip. Ill. by Elizabeth Sayles. New York: Viking. ISBN 0670872911

PLOT SUMMARY

Stella is a Mexican-American girl who feels torn between two worlds.

CRITICAL ANALYSIS

Pat Mora is well-known for delivering culturally accurate stories and Rainbow Tulip does not deviate from this standard.  Stella, known as Estelita at home, is a young girl who feels different than the other children in her class.  Stella looks different than the other children and speaks a different language at home.  Her mother dresses differently than the other students’ mothers.  As the school May parade celebration approaches, Estelita/Stella embraces these differences.  Throughout this story, Mora celebrates diversity and presents the theme that being different can be a good thing.

Although this is a beautiful story and all readers will be able to appreciate it, young immigrant girls will be able to identify with the main character, Estelita/Stella, the most.  This group will understand the feeling of being surrounded by one culture at home, and another in public.  Although Estelita/Stella is proud of her different rainbow costume, she feels “quiet as a snail inside.”  This feeling especially will be familiar to many readers. 

Mora sprinkles Spanish phrases throughout this story.  Most of the words will familiar to readers, such as mamá or sí.  Words that may be unfamiliar, like abrazo, are translated within the text.  As Mora describes Estelita’s parents, her descriptions make them seem very reserved.  Estelit’s mother wears dark, traditional clothing.  Mora writes:

“My mother does not wear colors that sing and dance. My mother likes to wear black, brown, gray, sometimes light blue.  My mother is quiet like her colors.”

Estelita/Stella expresses embarrassment that her mother does not speak English or dress like the other mothers.  Estelita/Stella wishes that her mother “looked like the other mothers with their makeup and short dresses.” 

The oil-pastel illustrations in this story are soft and bright.  Sayles expresses emotion through her illustrations by depicting different postures and facial expressions.  Sayles has also created culturally accurate illustrations by using appropriate skin tones and hair colors.

At the end of this story, Mora has included a brief author’s note.  In this note, she reveals that Rainbow Tulip is based on her mother’s experiences in a May parade in El Paso, Texas during the 1920s.  Mora also expresses the importance of celebrating family heritage within her comments.

Rainbow Tulip is suggested for students in grades 3-6.  Although they may not understand some of the deeper implications of this story, younger readers will enjoy this story and accompanying illustrations.

REVIEW EXCERPT(S)

Booklist: “What many immigrant kids will enjoy is the bicultural experience. The scenarios in words and soft-toned pictures show the warm, loving family and also the fun and success at school. At first, the child is ashamed of her quiet, old-fashioned mother, but her parents keep a piece of Mexico at home, and Estelita/Stella comes to value her dual heritage, even though it is hard to be different.”

Library Journal: “Based on a story from the author's mother's childhood, and perfectly extended by soft, warm pastel drawings framed in white, this tale of family love and support crosses cultural boundaries and may remind youngsters of times when their families made all the difference.”

Kirkus Review: “Sayles's softly colored illustrations, by turns wistful and vibrant, capture the times and the tone as a young child finds her place in her parents' new country.”

CONNECTIONS

The following picture books from Pat Mora offer similar cultural themes:

Pat Mora. A Birthday Basket for Tía. ISBN 0689813287

Pat Mora. Pablo’s Tree. ISBN 0027674010

Before We Were Free

BIBLIOGRAPHY

Alvarez, Julia. 2002. Before We Were Free. New York: Alfred A. Knopf. ISBN 0375915443

PLOT SUMMARY

Told from the perspective of twelve year old Anita, Before We Were Free is the story of Anita’s experiences under the Trujillo regime.

CRITICAL ANALYSIS

In 1969, many things are happening in the Dominican Republic that young Anita de la Torre cannot explain.  Her family members are disappearing and Anita knows she is not being told the entire story.  Gradually, Anita discovers more information that leads her to believe that her family is involved in a secret plot to overthrow General Trujillo. 

Young readers, especially girls, will be able to relate to Anita.  Before We Were Free is told in first-person and Anita is a likeable character.  Readers will be able to understand Anita’s feelings of frustration when her family does not tell her the entire story.  In addition to Anita’s dramatic experiences under the Trujillo regime, Anita experiences things that any girl does, like having a crush on a boy, fighting with her sister, and starting her period. 

The importance of family and freedom are prominently featured throughout this story.  The de la Torre family is willing to do almost anything for each other.  The family must remain courageous through everything they face.

In addition to Dominican culture, readers will learn a bit about Haitian culture through the character of Anita’s maid, Chucha.  Chucha adds more intrigue to the story and is almost able to see the future. 

Spanish phrases are sparsely scattered throughout this story.  Physical descriptions include the mention of dark hair (p. 59).  When Anita and her sister, Lucinda, talk their American neighbor into having a quinceañera celebration, readers will learn about how important this celebration is in Hispanic culture. 

Before We Were Free focuses on life under the Trujillo regime.  This story is so interesting that it will prompt readers to learn more about Dominican history.  Alvarez explains the history just enough to leave readers wanting to know more. 

At the end of the story, Alvarez includes a brief author’s note that details her personal experiences under the Trujillo regime.  This addition makes this work of fiction more significant.

                                                                                                                                                      

REVIEW EXCERPT(S)

Horn Book Guide: “This is a compelling account of a girl growing up too quickly while coming to terms with the cost of freedom.”

School Library Journal. “Readers will be convinced by the voice of this Spanish-speaking teenager who tells her story entirely in the present tense. Like Anita's brother Mundín, readers will bite their nails as the story moves to its inexorable conclusion.”

Publisher’s Weekly: “Alvarez conveys the hopeful ending with as much passion as suffuses the tragedies that precede it. A stirring work of art.”

CONNECTIONS

Readers interested in Anita’s experience might enjoy the following stories that also have young protagonists who are growing up under dictatorships:

Lyll Becerra de Jenkins. The Honorable Prison. ISBN 0525672389

Beverley Naidoo. The Other Side of Truth. ISBN 0064410021

Jesse

BIBLIOGRAPHY

Soto, Gary. 1994. Jesse. San Diego: Harcourt Brace & Company. ISBN 9780152403296

PLOT SUMMARY

During his senior year in high school, Jesse leaves home to attend community college and live with his older brother, Abel.  The two brothers experience economic hardship and struggle to find their place in the community.

CRITICAL ANALYSIS

This story takes place during the Vietnam War.  Although Jesse is too young to be drafted at the beginning of the story, the threat of the war is always in the background.  It will be helpful for readers to have background knowledge of the war, but it isn’t necessary.  The Chicano movement in California is also heavily featured throughout this story.  Knowledge of this movement will be helpful as well.  The story will be less meaningful for readers who are unfamiliar with César Chávez or Dolores Huerta.  There are several political references throughout the book and a working knowledge of these concepts will be useful.  Soto expertly addresses these issues in addition to the poverty that Jesse and Abel, like other migrant workers, faced.  Although this story is a work of fiction, Soto clearly explains an important time in Chicano history.

Because this protagonist in this story is male, male readers may identify more with this story than female readers.  Despite the difference in time periods, Jesse is a relevant character to young readers today.  Many of my students have experienced hardships similar to those experienced by Jesse in this story and will easily be able to relate to Jesse.  The history of the poor, Latino, migrant worker is not a story often written.  Jesse fills a gap and is a valuable story.

Jesse takes place in southern California.  The setting is important because there was a large Latino population in the area during the 1960s and1970s.  In addition, migrant workers played an important role in the agricultural economy of California.  Poverty is the most prevalent theme of this story, but other themes include the themes of prejudice, tolerance, and the importance of family. 

Soto includes cultural markers throughout Jesse.  Soto has expertly woven them into the story and they absolutely authenticate and add to the story.  The most obvious cultural marker is the addition of Spanish phrases throughout the story.  The meanings of the phrases are obvious in the context of the story and non-Spanish speaking readers will understand them.  The addition of these Spanish phrases accurately depicts how common it is for bilingual people to switch between languages.  Additionally, many of the words are slang (such as gavachos), and are indicative of a lower socioeconomic class, such as the characters in Jesse.  Many of the foods mentioned in the story are traditionally Hispanic.  For example, Jesse and Abel’s mother often makes them tortillas throughout the story and Jesse is eating mole on p 57.  Other non-Hispanic foods are mentioned using their Spanish name. such as huevos.  Although most descriptions of clothing are traditionally American (bell-bottoms, turtlenecks, etc.), Soto’s descriptions of Jesse’s friend Raul include traditionally Mexican clothing, such as huaraches and a serape.  Raul is involved with the Chicano movement so more traditional clothing fits his character well.  The absence of this traditional Mexican clothing for the other characters shows that not all Mexicans are constantly wearing serapes. 

Jesse is a beautifully written story.  Although the absence of hope was an accurate sentiment for many people similar to Jesse, I found the ending to be sad.  After connecting with a character, it was disappointing to realize that Jesse was unlikely to better his situation.  This feeling, however, makes the reader realize how many people are stuck in similar situations, with little opportunity to improve.

REVIEW EXCERPT(S)

Horn Book: “Soto captures Jesse's tentative forays into adulthood and depicts the lives of Mexican Americans in southern California during the Vietnam War era's cultural and political turbulence. A moving, engrossing novel that has strands of both humor and despair.”

Kirkus Review: “The mere depiction of this teen's life, and his attempts to better himself, are a far greater indictment of racism and class distinction than any finger-pointing sermon could be. A satisfying and enlightening story.”

School Library Journal: “Readers looking for a finely written, contemplative narrative will appreciate this work.”

CONNECTIONS

The following coming of age stories will appeal to readers who enjoyed Jesse:

Sandra Cisneros. The House on Mango Street. ISBN 0679734775

Gary Soto. Buried Onions. ISBN 0152062653