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