46 pages • 1 hour read
Grace LinThe Year of the Dog
Fiction | Novel | Middle Grade | Published in 2005A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Themes
Community Influence on Personal Goals
The saying that it takes a village to raise a child is reflected in Pacy’s endeavor to create a book with her authentic voice, for the support she receives along the way develops the theme of the Community Influence on Personal Goals. This dynamic is reflected even in issues that do not directly connect to her literary aspirations, for when Pacy gets involved in the school play, she receives indirect support from Ms. Malone and strong encouragement from Melody. During auditions for The Wizard of Oz, Pacy opts not to vie for the role of Dorothy after her friend Becky scoffs at the idea of a “Chinese” person playing the part. When Ms. Malone, the theater teacher, casts Pacy as the munchkin who gives Dorothy a gift, Pacy worries that the audience will whisper and laugh at her for that role too. However, the confidence that Pacy’s teacher shows in the girl’s abilities implies that she is not worried about what the audience might think of this casting choice, because she knows that Pacy is perfectly capable of filling the role. Accordingly, Pacy discovers during the performance that her self-conscious worries are unfounded. If Ms. Malone had not thrust the role upon her, Pacy may not have understood that she could play the part well. Also, the negative interaction with Becky spurs Pacy to question the pointed lack of Chinese representation in American literature and film. After arguing with Melody about how Chinese people are not realistically represented in stories, Melody says, “Go write your own, then” (72). Although this comment has the tone of a frustrated retort, Melody’s advice inspires Pacy to write her own authentic story for their book project. Thus, both Ms. Malone and Melody support Pacy in unconventional and perhaps unintentional ways.
In addition to these moments of motivation, Pacy’s parents and Ms. McCurdy also aid Pacy in the pursuit of her dream to craft an authentic and meaningful book. After Melody’s challenge, Pacy tells her library teacher, Ms. McCurdy, about her idea to pen a narrative about a Chinese American person. Ms. McCurdy’s effusively positive response validates Pacy’s idea and encourages her to move forward. Instead of dismissing her ambitions like Becky does during the audition, Pacy’s teacher gives her the gentle nudge she needs to get started. Pacy’s mom provides additional support by giving her daughter time to think, talk, and reflect on possible ideas, and later, her parents and teachers help her edit, polish, and complete the project. Ultimately, with gentle encouragement and timely support, Pacy creates an illustrated narrative that earns an outstanding grade and places in a national competition, and while her efforts are her own, she benefits greatly from the positive community support that surrounds her. The book project is therefore an exemplar of how an entire community can bolster a person’s dreams and help them to achieve their goals. Not only does Pacy finish her project, but she also finds her own identity in the process and recognizes that her love of writing and drawing could lead to a future career.
Challenges and Rewards of a Bicultural Upbringing
One challenge of a bicultural upbringing is navigating between two worlds, and this struggle can result in feelings of self-deprecation, confusion, and lack of belonging. As the novel unfolds, Pacy experiences all of these things and must learn to navigate the social challenges that beset her. For example, when Becky rebuffs Pacy’s plan to audition for the role of Dorothy and states that the character is white, Pacy internalizes this message, thinking, “I was SO dumb. How could I have even thought about being Dorothy? I’d never get chosen. It was stupid to even try” (70). Instead of criticizing Becky’s narrow-minded view, Pacy chastises herself for considering the role. This mindset reflects Pacy’s misguided belief that she is somehow inferior and less than worthy because she is not white. Later, Pacy verbalizes these feelings to Melody in a conversation about representation, and Melody responds, “Just because the school hasn’t done a play about a Chinese person doesn’t mean there aren’t any” (71). This comment highlights the multifaceted problem with a lack of representation; on one hand, there appears to be a smaller pool of media to draw from, but on the other hand, Chinese voices are not being amplified. At the library, the girls find a book with Chinese characters, but it is stereotypical and does not represent their own experiences. These scenes imply that growing up among multiple cultures can cause people to be pushed to the margins of society. Pacy’s frustration emphasizes that a lack of representation of a particular culture, race, or identity can be damaging to those who identify the same way, especially children. However, Pacy must endure a sense of marginalization within both cultures, for when she engages with her Taiwanese heritage at the summer camp, the girls in her art class scoff at her for being Americanized, saying, “You’re a Twinkie […]Yellow on the outside but white on the inside” (101). Ironically, the girls’ insult stands as a direct contrast to Becky’s criticism about the role of Dorothy, for the Taiwanese girls insist that Pacy is too American and belittle her for her bicultural upbringing. The struggle of being bicultural is that no matter where she is, Pacy never feels like she is enough, and this insecurity forces her to question herself and her place in the world.
Despite these negative experiences, Pacy also learns to embrace the richness of a more complex identity and background. When Pacy expresses her failure to meet the demands of one culture or the other, her mom tells her that she can be “[n]either and both” (106). Pacy’s mom therefore suggests that although Pacy does not have to be defined by these two cultures, she also emphasizes that both are an important part of the girl’s unique identity. The contradictory nature of her mother’s words emphasizes that Pacy is much more than the sum of her parts. Pacy’s Taiwanese and American identities intersect in unique ways that set her apart from anyone else. Ultimately, the Challenges and Rewards of a Bicultural Upbringing push Pacy to learn more about herself and to relish the richness of her multifaceted cultural experiences.
The Impact of Stories on Identity
A person’s identity is influenced by a multitude of factors. Pacy is no exception, for her journey in The Year of the Dog emphasizes The Impact of Stories on Identity. Memories and stories are interwoven throughout the narrative, and these tales help Pacy make sense of herself and the world. When Pacy struggles with her book project, her mom recalls the time when her mother created a paper piano to practice on because her music teacher lived far away. As Pacy’s mom shares, “So, no matter what, I practiced the piano every day. Sometimes I practiced on a real piano; sometimes I practiced on the paper piano. […] I was able to play so well that they invited me to play in the school orchestra” (57-58).
This story emphasizes the value of practice, even in unconventional ways, to gain a skill. Pacy’s mother was not born with the ability to play well; it came with hard work and ingenuity. Creativity allowed Pacy’s grandmother to find a way for her mother to improve in difficult circumstances. This lesson helps Pacy understand that although a book idea may not come easily, if she works at it, she will see results.
Another story that helps Pacy understand herself and her place in the world is when her mother describes her first friend in America in an effort to encourage Pacy to make friends with other Taiwanese people. As she tells her daughter, “[I]t’s easier when you know people who understand” (105). Although the girls that Pacy meets at TAC do not understand her, the lesson that her mother imparts sinks in, and she comes to value Melody’s friendship even more as she realizes that finding people like her will make it easier to navigate the world. Through these stories, Pacy learns more about herself and who she wants to be.
Pacy also gains important insights through various events that celebrate her Taiwanese culture. When she visits relatives for Albert’s Red Egg party, she is greeted with “ja-ba bei?” (42), the literal translation of which asks whether she has eaten. However, her family explains that it is a greeting meant to ask how she is doing. Because food is an important part of Taiwanese culture, asking if someone has eaten is a way of showing care and concern. Later, from Melody’s story, Pacy learns the importance of honoring the dead, for Melody accidentally sits in a seat honoring the deceased at a meal. Furthermore, Pacy realizes that every part of the Chinese New Year celebration has significance, from the food representing prosperity to the custom of staying awake to ensure her parents’ longevity. Additionally, each year is assigned an animal that represents characteristics that are believed to characterize the upcoming year. For example, in the Year of the Dog, Pacy focuses on figuring out who and what she values. As she states, “The Year of the Dog was the year that I met Melody and she became my best friend. It was the year I had won a prize, discovered my talent, and got rich” (134). Dogs represent loyalty and honesty, and during this iconic year, Pacy finds a true friend in Melody and discovers her own lifelong passions. Embracing her culture therefore guides Pacy as she establishes herself in the world.
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