42 pages • 1 hour read
Jennine Capó CrucetA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Ariel Hernandez is a five-year-old Cuban boy rescued from a broken raft by fishermen after watching everyone else on the raft, including his mother, perish. Though just a boy stranded on a raft in the ocean, Ariel becomes much more than just a child to Miami Cubans, and to Lizet. He becomes a symbol of the way immigrant experiences are skewed to suit political and ideological narratives, a symbol of all immigrant experience. When Ariel is deported, both Lizet and the community as a whole feel they have lost a part of themselves.
Ariel is often described as larger than life, almost holy or god-like: glowing, enormous, and much larger than a typical child. This description reflects the power he has been given, and the way his story was coopted by Cubans and politicians alike, as a symbol of flawed immigration policy. For Lizet, Ariel is both a force and a hope for a new beginning: He is a baby version of herself, of the immigrant within her and within every member of her family.
Rawlings College is a symbol of power and success—and a symbol of institutionalized racism. For Lizet, Rawlings is more than a name that will go on her resume; it’s a ticket to a new life. As a portrait of American capitalism, Rawlings is the quintessential stepping stone for Lizet. She and other students of color struggle among predominantly white, wealthy students who have family legacies on campus, along with strong networks and professional resources. To succeed, Lizet must acclimate to life in this world while sacrificing her Cuban-American identity; Leidy mocks her for this in the novel, telling her to stop acting like a white girl.
Though Lizet succeeds at Rawlings and uses her education to launch a new life in California, she ultimately doesn’t become a part of that systemically racist academic system. This racism is clear at Berkeley, when her advisor tells her that projects that focus on the needs of poor, immigrant communities and communities of color will never find “more general interest” (384), meaning, of course, that white funders won’t care about them.
The engagement ring that Omar gives Lizet is a symbol of her ties to him, but more explicitly it becomes a symbol of her ties to her home in Miami. Rather than feeling comforting, Lizet experiences it as a weight. The ring, though beautiful, binds her to a place where she feels she cannot succeed, where family expectations would preempt professional and personal success.
Lizet frequently lies about the ring on campus, as if embarrassed of what it says about her. She wears it on her right hand at first; eventually, she stops wearing it altogether so she doesn’t have to feel its weight. Lizet’s behaviors around the ring track with her feelings about home. Around the time she stops wearing the ring, she begins to consider the internship in California that will solidify her life outside Miami, and take her far from home.
While Caridaylis is related to Ariel in the plot, her symbolic value in the story is quite different than his: Caridaylis is the daughter that Mami wishes she had, a projection of Mami’s desires for herself and for her family. Caridaylis’s symbolic potential is clear when Lizet first describes her, saying that she looks like a typical girl from Miami, fresh-faced and Latina, but without any defining features to set her apart. When Mami uses Caridaylis as a stand-in for her own daughters, Mami can project an image of her wants onto Caridaylis, who is, physically, a blank canvas.
The most startling moment involving Caridaylis in the story comes when Lizet realizes what her mother has done, as she watches Mami soothe Caridaylis in Ariel’s racecar bed. It is clear that Mami has used Caridaylis, coopting a new daughter figure who is less complicated and who is closer to what Mami always pictured her family to be.
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By Jennine Capó Crucet