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their backs to the rest of the cafeteria facing the girls. This male
positioning appeared to be an effort to separate the females from the
rest of the students in the cafeteria and to inhibit their interaction
with non-Cubans. This inhibiting behavior was visible to a lesser
degree in other interactions in the school.
Cuban-American influence was present within the school. In
addition to their positions as teachers, aides, and custodians, Cuban-
Americans provided many support services in helping the Cubans adjust.
There were some confrontations between the Cuban-American and the Cuban
students initially. As students became better acquainted, these
problems decreased. Friendships between the Cubans and Cuban-Americans
appear to be a factor of opportunity for interaction. Cuban students
who live near Cuban-Americans appear to have established friendships.
Cuban students who have to travel long distances have less opportunities
for social interactions.
Parents find that they, too,can communicate with the Cuban-American
teachers. They have many cultural ties and much shared cultural in
formation. These cultural and linguistic ties are a force that link
Cubans to Cuban-Americans. They may prove to be a valuable asset to
the Cubans in learning English and acculturating to the community and
the society-at-large. As Rogg (1974) and Rogg and Cooney (1980) point
out, the attitude of the receiving community, including the school,
is a very important factor in enabling the Cubans to integrate. The
ties which the new immigrants have with the established ethnic group
provide a positive force for acculturation and assimilation.