"Theorizing U.S. National Identity through Multicultural Texts,"
	Discrediting Stereotypes and Increasing Cultural Awareness Through Children's Literature - Fiorella Rosillo, Monroe Elementary
	It is important for all teachers, particularly those who teach in a district such as Santa Ana where there is a high proportion of Hispanic students, to keep abreast of any social or political changes that may affect their students. If the history of the United States can be thought of as a "continual reconstruction of economic and geographic alliances," then it is equally important to become aware of the historical changes and how these changes have reshaped the sense of identity of the community and have affected the legal climate toward certain cultures. In an ever-changing society, which seems to gradually alienate the Hispanic culture, it is imperative that children learn about their history and their culture at a young age. Our students are the future of this country; therefore, it is important that educators instill in these students a sense of cultural awareness and pride that best allows them to define their notions of identity and their roles in society. It is equally important that students learn to understand and appreciate other cultures. Currently, I am teaching a first and second grade combination Structured English Immersion class in the Santa Ana Unified School District. Eighteen of my students are either Mexican or of Mexican descent and two students are from El Salvador. My students' ages range from six to eight years old. Although their basic academic skills and their level of general knowledge vary considerably, their general academic skill is considered below average. Most students display a great amount of interest and more potential than exam scores reveal. The majority of my students come from homes with many problems. Few of these students experience a harmonious, trouble-free home environment. The problems that my students encounter at home are some of the things that shape their identity and their self-esteem. It is time that teachers evaluate the values and ideas that are being taught in the classroom. This unit proposes to reexamine the stereotypes concerning race, class, and gender that are found in children's literature, particularly nursery rhymes. Children will become aware of the myths that are noted or expressed in the literature they read and will be able to apply this knowledge to any literature that they read in the future. The students will be able to rethink the notion of identity with the same advantage that most adults have, i.e., the knowledge of the existence of these stereotypes and how the stereotypes may affect them. The classroom will provide a safe haven where, at least for a few hours, children may be whatever they want to be regardless of their race or gender. If children learn from a young age that they can surpass whatever role has been chosen for them, things such as race or gender will not hinder them in the future but will empower them.