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that whatever was available has been sold out just as one's turn comes
up. Clark (1979) concludes that contrary to what has been published
by many U.S. writers, Cubans are not living better than they were
20 years ago. While Clark's evaluation may be subjective, the fact
remains that all segments of Cuban society have emigrated when given
the opportunity.
Summary of Life in Cuba
Data on life in Cuba have been difficult to collect because of a
lack of reliable statistics and the difficulty of maintaining objec
tivity (Black et a!., 1976; Mesa-Lago, 1969; Montaner, 1981). The
cultural change which has occurred as a result of the Cuban Revolution
has affected the immigrants who arrived in 1980.
The U.S. has been blamed for many of the negative events that have
occurred in Cuba. The U.S. blockade is considered responsible for the
lack of books and for the scarcity of many items. Education is seen as
fundamental to the Revolution with instructional emphasis on math and
technology. The desired goal of the educational system is the formation
of a new person who is selfless and willing to strive for the good of
the collective group (Levan, 1972; Valdes, 1972). All phases of the
government system reflect educational goals. Not only are the parents
and the schools held responsible for the children, the local government
agency which exists in every sector of every community, the CDR, is
charged with the moral and patriotic upbringing of children. The CDR
monitors and reports on the students' integration within the political
system. Only those who are closely affiliated with revolutionary ideology
progress beyond the lower levels of the educational system (Clark, 1977).