EXPLORING CUBAN CULTURE

Lianne Donovan

 

 

INTRODUCTION

 

In order to become familiar with how different generations might define culture, I have interviewed an 85 year old Cuban woman, her 49 year old daughter, both of whom immigrated to United States in 1966 and her 23 year old American born daughter.  A more textual source of information has been: Refugee Fact Sheet Series No. 12, “The Cubans: Their History and Culture”.  This has been developed and printed under a cooperative agreement with the Bureau of Population, Refugees and Migration of the U.S. Department of State.  An extension of this analysis will be a three-week vacation to Cuba this July.  Hopefully, by August I will have the “tools” to create a Web page and will be able to include a minimal amount of experiential information.

 

CULTURE

 

Culture is a shared set of values, customs and traditions, usually expressed in a primary or secondary language.  It is the way of living developed by a group of people and transmitted from one generation to another.

When Michelle (D.O.B. 1979) was asked to define Cuban culture she said, “Traditionally Cubans are overly committed to their large extended families to the point where they have few non-related friends.  Men are the heads of household in name only, but the women make all the decisions.  Whenever anybody enters the room, it is expected that Cubans will give kisses to those already present to express their hospitality and respect.  Holidays and Religious rituals are family-centered celebrations with the main focus being food, cooked by the elder women.

 

When Michelle’s mother, Marlena (D.O.B. 1952) was asked to define Cuban culture, she said that Cubans are a hard-working group of people who believe education can lead to success in life.  In addition to being educated, she said the majority of Cubans are Catholics who practice traditional rituals and beliefs or are members of a much stronger religious force called Santeria.  This cult originated in Cuba and developed out of traditions of the Yoruba, one of the African peoples imported to Cuba during 16th to 19th centuries.  Both sects believe in One God, saints or spirits and participate in ritual devotions involving music, offerings of food and sacrifices.

 

When Marlena’s mother (D.O.B. 1916) was asked to define Cuban culture, she said it is rich with music of Spanish and African roots.  She said that all of the Fine Arts are an important element of education.  Traditional Celebrations of Religious holidays are also an integral part of Cuban culture.

 

 

DEMOGRAPHICS, SOCIAL AND HISTORICAL INFORMATION

 

The number of Cubans in the United States is over a million compared to Cuba’s population of about 10.8 million, 70% of whom live in cities.  Half a million Cubans live in South Florida while the other half live predominantly in urban communities of New York, New Jersey, Illinois and California.

US media and conservative organizations generally portray the American Cuban community as being greatly opposed to Castro’s revolutionary government.  The Cuban people are a mix of Caucasian descendents of Spanish settlers and Black descendants of slaves imported from Africa.  The third largest group is descendants of the Chinese workers who immigrated during the second half of the 19th century.

 

Much of the Cuban population historically worked in agriculture, but only a fifth do so today.  The largest group is employed in the government and government services.  The remainder work in industry, commerce, transportation and communication.  Many of the less advanced sectors of Cubans; blacks, women and peasants have benefited from education and public health programs instituted by the revolutionary government in the past 40 years.

 

It is generally believed that Cubans have a strong sense of cultural identity.  Two explanations for this might be that it is an island with defined boundaries where one language is spoken.  Cuban Americans are inclined to look out for their own thus enabling many immigrant adults to function within their communities without having to learn English.

 

 

EXPECTATIONS ABOUT SCHOOLING

 

Much research shows that the level of Cuban education is very high.  Castro supporters would say this is a direct result of the revolution’s emphasis on education.  Anti-Castro groups claim that the level of education in Cuba has always been high.  By 1979 the level of literacy rate in Cuba was above 90% according to Refugee Service Center for Applied Linguistics in Washington D.C.

Another finding by the Bureau of Population, Refugee and Migration of US Department of State is that Cubans have been found to be more trusting of schools than other Hispanic immigrant groups, and they will endure hardships, prejudice and language barriers to achieve academic success.

Studies have also shown that Cubans are more likely to complete high school than other Hispanic immigrant groups.  Helga Silva points out in her study: “The Children of Mariel: Cuban Refugee Children in South Florida Schools”, that subtle, but chronic emotional problems and anti-social behavior can take a year or two to detect.  Lisa Grafton followed “Roberto” a Cuban 10th grader for a year following his arrival in March 1991.  Roberto described Cuba to her as less dangerous and a place where people help each other.  His negative experiences with American students helped create a bias on his

part.  A year later, Roberto still felt a strong native cultural identity but began to appreciate the many opportunities in the United States.  This was a strong enough incentive to acculturate and assimilate in his new country.

In general, young adult and adolescent Cuban newcomers have been shaped by a system that views medical care, guaranteed employment, housing and education as basic rights.  Americans have been taught that social benefits are very different from rights.  Medical care and higher education are benefits to be earned through work in the United States.

 

 

CUBAN IMMIGRATION

 

Since the Revolution in 1959, there have been three basic waves of Cubans coming to the United States.  Toward the end of 1958, the corrupt and dictatorial government of Fulgencio Batista had rapidly lost support.  By 1959, the power lay in the hands of the leaders of the revolution, Fidel Castro, his brother Raul and Che Guevara.  The goals of the revolutionary government were to: end corruption; promote Cuban nationalism; meet the needs and interest of the common working class people.

Much of the middle and upper classes were opposed to these goals, which resulted in the first wave of Cuban emigration to the United States.

           

First Wave:

            The majority of Cuban immigrants who came shortly after the revolution (1959-1960) had similar values to middle and upper class Americans.  In addition to disagreeing with the goals and methods of the revolution, the first wave of Cuban immigrants were interested in saving their financial assets.  Besides money, this first wave brought skills, education, contacts, fluency in English, and whole families with them, all of which enabled them to have positive acculturation experiences.

Second Wave:

            Political and economic reasons were also the main factors that influenced the second wave of Cuban immigrants (mid –1960 to mid-1980s).  The revolutionary government’s intolerance of nonconformity or opposition and the basic lack of necessary goods in Cuba (like medicine), were the most influential factors leading to Cuban immigration to United States during this time.  Until 1985, there was no quota for Cubans entering the United States, both legal and undocumented émigrés.  In addition President Johnson signed the American Freedom Flight bill (1964), which resulted in $300.00 U.S. dollars, paid to Cuban government for every individual arriving in United States.  By the beginning of 1980’s Castro had lifted restrictions on emigration to the point where over one hundred thousand Cubans (some of whom were mentally ill, criminal, and social outcasts) were “expelled” to the United States, by way of the Mariel Port.  More about this period of the Mariel boatlifts can be found at www.culturalorientation.net/cubans/Cubans.HTM Needless to say, this group of Cubans (known as “Marielitos”) arrived in United States during an economically low time and were feared by Americans and the Cuban American communities.

 

Third Wave:

            The most recent wave of Cuban immigrants to the U.S. peaked in the mid-90s.  The main factor that influenced this last wave of immigration was the shrinkage of the Cuban economy post-USSR dissolution.  Shortages worsened (electricity, gas and food) while frustrations and discontent grew.  Thousands (about 35,000) of Cubans attempted to enter the United States via rafts and boats built out of available materials.  Presently, Cuban immigration is limited to 20,000 per year as a result of an agreement reached in September 1994, between the two countries.  This most recent group is eligible for refugee benefits and services not available to immigrants because they are admitted through the Attorney General’s parole authority.

 

 

VARIABILITY WITHIN THE GROUP

           

            According to the Fact sheet developed and printed in agreement with the Bureau of Population, Refugees and Migration (1996) the three basic waves of Cubans coming to the United Sates differ from one another in their opinions and values, depending on when and why they came from Cuba and how they were received upon arrival in America.  Barbara Robson summarizes these groups in her booklet, The Cubans: Their History and Culture.  She says, “The first wave were welcomed by Americans as heroes who believed in values (such as capitalism) that were similar to those of most Americans.  Further, these newcomers were thought to be similar to white, middle class Americans: businessmen, government officials, professionals and managers and their families.  Many were pro-United States and had contacts with this country prior to arriving.

 

Robson (1996) generalizes that Cubans who emigrated to the United States during this revolution period came for both political and economic reasons.  She says, “The economic refugees in this wave tended to be less educated and less well off than the earlier wave and included “undesirables” such as criminals, homosexuals and mentally ill persons, who became known as the Marielitos.”  The Mariel boatlift included entrants who were considerably younger people, mulattos and blacks.  The emigrants of this second wave differed in many ways from those who left Cuba during the first years of the revolution.

The third wave arrived in the early to mid 90’s shortly after the Soviet Union dissolved in 1991.  According to the Refugee Fact Sheet Series No. 12 (1996) it is said that “There is a perception that the latest wave of Cubans is in general well-educated, professional and motivated, and they seem to be being absorbed into the community in Miami with a minimum of problems.”

More than half of these entrants have parolee rather than immigrant status in the United States.  This particular status makes parolees eligible for refugee benefits and services not available to immigrants.

 

 

 

LANGUAGE AND DISCOURSE RULES

 

The official language of Cuba is Spanish.  There are differences between formal and informal Cuban Spanish, much like most languages.  One distinction is the use of the second person pronouns, tu and usted. The second person plural form, usted is used with elders and in formal business interactions.  Cubans more commonly use the second person singular form with friends, family and peers.  Many common letter sounds found at the end of English words (i.e. –b, v, w, ch, th) do not occur at the end of Spanish words.  Some letters are pronounced differently or dropped entirely when they occur at the end of syllables or words.

The Spanish system of spelling is much more phonetic than English.  Words are spelled much like the way they sound, unlike all the exceptions in English spelling.  Some grammatical structures that differ in Spanish and English are the use of double negatives, formation of questions and use of the auxiliary verb “ do” in English questions.

For more information on specific problems in learning English go to www.cal.org/rsc

 

Upon concluding my interviews with the three generations of related, Cuban women, they were asked to describe discourse rules of communication.  It was explained to me that many conversations usually go on at the same time in a room when a family gathers.  Interrupting and cross talk is not only acceptable but also expected.  Speech patterns are fast paced and little to no wait time is allowed when responding or conversing. Women often have private conversations with each other while the men discuss a particular subject in a larger group.  Children are expected to defer to adults, but also speak when spoken to.

 

In general, eye contact is expected and close proximity is maintained when conversing with people of all ages.  Non-verbal cues and gestures are used to communicate thought.

It has been said that Cubans are a demonstrative group of people who openly express their emotions and attitudes.