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This research considers how notions of dominicanidad were shaped by the first US occupation of the Dominican Republic (1916-1924). Using schools as a site of analysis, my work explores how children and schools can help us see the ways Dominican actors negotiated, rejected, and reimagined notions of national belonging within the context of US empire. Employed by US and Dominican government officials to unify Dominicans from various localities, local public schools were used as spaces for disseminating “national narratives” and instilling skills believed to be necessary for citizenship.