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the process of acculturation. Smith's (1980) observations that females
are expected to play different cultural roles which inhibit integration
into the host culture is a major observation which receives further
attention in this research.
Section three traces Cuban immigration in the U.S. over the past
24 years. The Cuban experience in the U.S. has been unique in a
variety of ways. The first group to leave Cuba expected a quick re
turn to the island. When these people realized their expectations
for Castro's overthrow were not going to materialize, they established
economic relations in the U.S. Cuban-Americans have thus developed
socioeconomic networks within the mainstream U.S. economy as well as
immigrant economic enclaves (Bach, 1978; Portes et al., 1980). Reaction
of the host society is important in the adaptation process. Living in
an area of high concentration of Cuban-Americans does not significantly
slow the acculturation process. The Cuban-American community can be
viewed as beneficial to the new Cuban immigrant in adjusting to life
in the U.S. (Rogg & Cooney, 1980).
An understanding of the life which the 1980 Cubans lived in Cuba
is the topic of the fourth section. As a result of the Cuban Revolu
tion, emphasis is on the making of the new person. Math and technology
are the priority areas of instruction. Organization of a collective
society willing to work selflessly for the good of the group has in
volved not only the parents and the school, but the total Cuban society.
Everyone is inculcated with a sense of superpatriotism. The U.S.
blockade of Cuba has been blamed for the scarcity of many items.
Rationing was established to insure more equitable distribution of