Cuban Immigrants
description
Transcript of Cuban Immigrants
Cuban Immigrants
Becky SchoeneckMarah Key
Molly Thompson Kirsten Richardson
Kayla SellersZachary Erlandson
Waves of Immigration
1st Wave (1959 – 1962): Elite members of Cuban society Welcome into society Able to form a pattern of acceptance for all future
immigrants
2nd wave (1965 - 1973): “Freedom Flights” Twice a day US citizens could fly to pick up relates in
Cuba Largest immigration – 8 year period – 260,500 people Government could control who was allowed to leave
Encouraged elderly people to leave Younger aged men were not allowed to leave
Waves of Immigration
3rd Wave (1980): Mariel Port – open port to allow relatives to immigrate More than relatives boarded First wave with people of poor socioeconomic
status More of a model of Cuban society
4th Wave (August 1994) – Rafter Crisis Cuba government announced it will not stop people
from migrating in rafts After rescuing 37,000 people, the U.S. agreed to
allow 20,000 Cuban Immigrants a year
Golden Enclave Enclave: “Distinctive economic formation, characterized by the
spatial concentration of immigrants who organize a variety of enterprises to serve their own ethnic market and general population” (pg. 96 Ethnicities)
Cuban society in Miami is the best U.S. example of an ethnic enclave
1st wave immigrants brought economic, social, and experiences which helped them adjust to the U.S economy.
Mariel Port immigrants shifted balance Benefits
Helps children retain parent’s culture and native language Does not
Enclave Benefits Helps children retain parent’s culture and
native language Citizens do not feel discrimination as strongly
as other immigrants Easier for citizens to learn skills and obtain
jobs Private Cuban Schools Helps self-esteem and life aspirations
Schools Attended by Cuban-Origin Students
Type of School Percentage (Total 100%)Private, mostly Cuban 14.9Mostly white suburban 16.1Mostly Latino suburban 36.1
Little Havana and Hialeah 28.6Predominantly black 4.3
* See Pg. 103 in Ethnicities
Drop-out Rates Cuban Immigrants have the highest drop-out
rates of all nationalities in CIL Study. Private schools are excluded from this data Unexpected results No correlation with parents arrival date Highest Nationality GPA Longest period or U.S Residence
White Schools- Black Schools- Graph-117 Solutions-
Strong family involvement Positive role models Teachers must stress the value of a high
school education
Education Issues Language Barrier (for students and families)
Native Spanish speakers Lack of funding for ESL
Solutions Dual language teaching
Educational Issues Socioeconomic Status
Identity Cuban? Cuban American? Hispanic? American? Feel discrimination the least
Possible Reasons for Exemplary Immigrant Status
Been U.S. the longest of all immigrant groups Because of living in U.S. so long, Cuban
immigrant children are starting to resemble mainstream American academic models
Confidence achieved through the enclave Because they feel less discriminated against
and have higher aspirations, Cuban immigrants have a easier transition upward in U.S. society