Inter-subjective and Transnational Racial Effects: The Role of the United States in the Formation and Evolution of the Collective Perception and Racial Relations in Cuba, 1898-1902
OF THE DISSERTATION INTER-SUBJECTIVE AND TRANSNATIONAL RACIAL EFFECTS: THE ROLE OF THE UNITED STATES IN THE FORMATION AND EVOLUTION OF THE COLLECTIVE PERCEPTION AND RACIAL RELATIONS IN CUBA, 1898-1902 by Tiffany Yolanda Jimmece Bryant Florida International University, 2010 Miami, Florida Professor Felix E. Martin, Major Professor Since the arrival of the first African slaves to Cuba in 1524, the issue of race has had a long-lived presence in the Cuban national discourse. However, despite Cuba’s colonial history, it has often been maintained by some historians that race relations in Cuba were congenial with racism and racial discrimination never existing as deep or widespread in Cuba as in the United States (Cannon, 1983, p. 113). In fact, it has been argued that institutionalized racism was introduced into Cuban society with the first U.S. occupation, during 1898–1902 (Cannon, 1983, p. 113). This study of Cuba investigates the influence of the United States on the development of race relations and racial perceptions in post-independent Cuba, specifically from 1898-1902. These years comprise the time period immediately following the final fight for Cuban Independence, culminating with the Cuban-SpanishAmerican War and the first U.S. occupation of Cuba. By this time, the Cuban population comprised Africans as well as descendants of Africans, White Spanish people,
Race, Ideology, and Culture in Cuba: Recent Scholarship
BETWEEN RACE AND EMPIRE: AFRICAN-AMERICANS AND CUBANS BEFORE THE CUBAN REVOLUTION. Edited by Lisa Brock and Digna Castaneda. (Philadelphia, Pa.: Temple University Press, 1998. Pp. 298. $59.95 cloth, $22.95 paper.) EL FANTASMA DE LA ESCLAVITUD: PRE/UICIOS RACIALES EN CUBA Y AMERICA LATINA. By Rafael Duharte and Elsa Santos. (Bonn, Germany: Pahl-Rugenstein, 1997. Pp. 159.) EL DIRECTORIO CENTRAL DE LAS SOCIEDADES NEGRAS DE CUBA, 1886-1894. By Gilda Hevia Lanier. (Havana: Editorial de Ciencias Sociales, 1996. Pp. 67.) SOCIEDADES DE INSTRUCCION Y RECREO DE PARDOS Y MORENOS QUE EXISTIERON EN CUBA COLONIAL. By Carmen V. Montejo Arrechea. (Veracruz, Mex.: Instituto Veracruzano de Cultura, 1993. Pp. 138.) NATIONALIZING BLACKNESS: AFROCUBANISMO AND ARTISTIC REVOLUTION IN HAVANA, 1920-1940. By Robin Moore. (Pittsburgh, Pa.: University of Pittsburgh Press, 1997. Pp. 320. $45.00 cloth, $19.95 paper.) MEDICINA Y RACISMO EN CUBA: LA CIENCIA ANTE LA INMIGRACION CANARIA EN EL SIGLO XX. By Consuelo Naranjo Orovio and Armando Garcia Gonzalez. (La Laguna, W. Canary Is.: Taller de Historia, 1996. Pp.205.) RACISMO E INMIGRACION EN CUBA EN ELSIGLO XIX. By Consuelo Naranjo Orovio and Armando Garcia Gonzalez. (Aranjuez, Spain: Doce Calles, 1996. Pp. 236.)
Cognitive Correlaretes of Physics Achievement of Some Nigeria Senior Secondary Students
Some cognitive correlates of physics achievement of some Nigeria senior secondary students were considered in the study. Specifically, the study examined the relationship between measures of student’s field independency. Cognitive tasks, formal reasoning and their achievement in physics. Purposive and stratified random sampling techniques were employed to obtain a sample of 524 senior secondary two students from six education zones in Kogi State of Nigeria. Three instruments were used. They are science Reasoning Tasks (SRTs). Group Embedded Figures Test (GEFT) and Physics Achievement Test (PAT). Data analysis using multiple regressions reveals that measures of students’ fields’ independency and cognitive tasks predicted student’s achievement in physics generally. However, only measure of field independency predicted students’ achievement in physics in the higher order cognitive demand questions. Measures of formal reasoning had no significant relationship with students’ achievements in physics generally or in higher order cognitive demand questions in physics. However, the overall relationships between measures of field independency, cognitive tasks, formal reasoning and students’ achievement in physics generally and in higher order cognitive demand questions in physics were both significant. Educational implications of these findings were discussed.