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The Resettlement Process of Black Cuban Migrants in Albuquerque, New Mexico

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The Resettlement Process of Black Cuban Migrants in Albuquerque, New Mexico Syracuse University SURFACE Theses - ALL May 2019 RESILIENCE TO SPARE: THE RESETTLEMENT PROCESS OF BLACK CUBAN MIGRANTS IN ALBUQUERQUE, NEW MEXICO Suyent Rodriguez Candeaux Syracuse University Follow this and additional works at: https://surface.syr.edu/thesis Part of the Social and Behavioral Sciences Commons Recommended Citation Rodriguez Candeaux, Suyent, "RESILIENCE TO SPARE: THE RESETTLEMENT PROCESS OF BLACK CUBAN MIGRANTS IN ALBUQUERQUE, NEW MEXICO" (2019). Theses - ALL. 314. https://surface.syr.edu/thesis/314 This Thesis is brought to you for free and open access by SURFACE. It has been accepted for inclusion in Theses - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract Using oral history interviews, this study collects and analyzes the narratives of fourteen Black Cuban migrants, residents of Albuquerque, New Mexico. Participants migrated to Albuquerque between 1994 and 2013, and either self-identify or were identified by others, as negro(a) or Afro-descendant. This study rejects notions of assimilation and focuses on the resettlement process and life experience of participants. This thesis uses many words used by participants to describe themselves and their experiences. The study investigates their resettlement process, paying close attention to how they navigate the notions of race and ethnicity in Albuquerque. This research identifies community and language as primary themes in the resettlement process of Black Cuban migrants, and analyzes these themes in depth. Keywords: immigration, resettlement, Black Cubans, Afro-Cubans, assimilation Albuquerque, New Mexico, Pan-Africanism, Latin America, Caribbean, integration RESILIENCE TO SPARE: THE RESETTLEMENT PROCESS OF BLACK CUBAN MIGRANTS IN ALBUQUERQUE, NEW MEXICO by Suyént Rodríguez Candeaux B.A., University of New Mexico, 2017 Thesis Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Pan African Studies. Syracuse University May 2019 Copyright © Suyént Rodríguez Candeaux 2019 All Rights Reserved Dedication Para mami y papi. Quienes han luchado y trabajado incansablemente para darme las mejores oportunidades posibles. Gracias por tu amor y apoyo incondicional. Los amo. Acknowledgments I must thank God for providing me with the strength, courage, and introspection to conduct this research. By his grace I was provided with the support I needed to accomplish this work. I am deeply grateful to Dr. Herbert Ruffin II, for his guidance since the beginning stages of this Master’s program and research. Thank you for your encouragement, allowing me to refine and rediscover my research, and to learn in my own way. Thank you for supporting me, sharing your knowledge, imparting your constructive criticism, and providing me with a safe space. I am deeply grateful for Dr. Amy Lutz, from whom I learned much that provided the basis for this work. Thank you for your patience, kindness, and commitment to your work as a researcher and educator. Thank you for creating a space where I felt comfortable to discover myself as an immigration scholar. I am grateful that in the midst of your own research you created time to aid me. I am deeply grateful for Dr. Nancy Lopez, who has inspired me since the first time I met her. Thank you for the incredibly important and necessary work that you do, and for inspiring my research. Thank you for creating the time to be part of my thesis committee. I am also deeply grateful for Dr. Susan Thomas, who encouraged me to be unwavering as a student, scholar, and woman of color. Thank you for making yourself available to me, and for supporting me in multiple capacities as a committee member and educator. Thank you to Ms. Regina Cole and Ms. Ajajielle Brown for brightening my days and being a support system. And for going above and beyond to make sure I succeeded. Thank you Dr. Janis Mayes, Dr. Casarae Gibson, Dr. Joan Bryant, and Dr. Linda Carty for cultivating me as a researcher in your classrooms and during v office visits. Thank you to Dr. Finnie Coleman and Dr. Jamal Martin for encouraging me to continue my work as a scholar, for inspiring, and guiding me when I needed it the most. Thank you to my parents and husband for your support, patience, encouragement, and for believing in me. Con ustedes en mi esquina lo puedo lograr todo. Thank you to my sisters of Zeta Phi Beta Sorority, Incorporated, to my friends, and to the many people who are part of my marvelous support system. Thank you to every single person who allowed me to capture your story for this study. I hope this work does your story justice. I hope it is better than you expected. I hope it brings you bliss. I hope it is everything you deserve, and more. I hope it brings change. vi Table of Contents Introduction………………………………………………………….......………………1 Albuquerque, New Mexico……………………………………………….…….…6 New Mexico Demographics.…………………………………….………..6 Albuquerque, New Mexico Demographics……………………………..…7 Relocation ………………………………………………………………...8 Literature Review………………………………………………………………...9 Methods ………………………………………………………………………….17 Participants………………………………………………………..……...18 Sampling Procedure………………………………………………….…..19 Measures………………………………………………………….……...19 Limitations…………………………………………………………..…...20 Chapter Overviews……………………………………………………………….22 Chapter One: Historical Background………………………………………………...23 Race in Cuba…………………………………………………………………......24 Foreign Involvement in Cuba.……………………………………………….…..26 Migration Waves…………………………………………………………….…...36 First Wave of Cuban Migration (1959-162).……………………….……41 Second Wave of Cuban Migration (1965-1978)……………………...….43 Third Wave of Cuban Migration (1980)…………………………….…...44 Fourth Wave of Cuban Migration (1994).…………………………….....47 Conclusion…………………………………………………………………...…..48 Chapter Two: Community Relations………………………………………….……..49 Fabián ……………………………………………………………………………53 Clara………………………………………………………………………….…..58 vii Daniel……………………………………………………………………...……..61 Pedro………………………………………………………………...…………...63 Azucena…………………………………………………………..…………..….65 Adonis……………………………………………...……………………….……69 Alvaro……………………………………………………………………………71 Dayana…………………………………………………………………………...72 Camilo……………………………………………………………………………74 Javier……………………………………………………………………………..77 Nathan……………………………………………………………………………80 Conclusion……………………………………………………………….….…...82 Chapter Three: Language……………………………………………………………...85 Gilberto…………………………………………………………………………..89 Fabián ……………………………………………………………………………92 Javier………………………………………………………………………...…...95 Jesus……………………………………………………………………………...96 Azucena…………………………………………………………………………..97 Camilo………………………………………………………………….…….....100 Daniel…………………………………………………………………………...101 Ana……………………………………………………………………………...103 Conclusion……………………………………………………………………...106 Conclusion………………………………………………………………………….....109 Resolution……………………………………………………………………....115 References……………………………………………………………………………..120 Vita……………………………………………………………………...……………...129 viii List of Tables Table 1—United States Naturalization and Immigration Laws by Ethnicity. Table 2—How Participants Identify ix 1 Introduction 2 Introduction After arrival in the United States, migrants are expected to engage in a resettlement process. For Cuban migrants who do not come under the family reunification program, their resettlement process is facilitated by Catholic Charities or smaller refugee resettlement agencies. Migrants often use other spaces—formal and informal—to form their community and integrate into the United States. Within the field of sociology, there are many theories on how integration functions. These theories are often problematic, ethnocentric, nationalistic, and supremacist. Thus, I intend to take a different look at the resettlement and integration process of Black Cuban migrants in the United States by intersecting Psychological Acculturation and Critical Race Theory. Two major themes were present in the oral histories I have been told: community involvement and language. The narrators engaged in a creative process of community involvement by using the resources around them to create a new life in the United States. Language was present in nearly every oral history, the role of language ranged from being an advancement barrier to a social unifier. Both of these major themes have an integral role in the resettlement process of the narrators. As a tenant of Critical Race Theory, I push my study beyond explaining society, and into offering concrete guidelines to improve the existing social and cultural structures of the resettlement process. This work criticizes the color- blindness of immigrant assimilation theories, and provides a metanarrative that complicates the existing stories of Cuban immigrants in the United States. I offer a new way to look at these processes by providing participants with an opportunity to 3 share their lived experiences through their oral histories. I collected fourteen oral histories of Cubans in Albuquerque, New Mexico that identified as Black, afro- descendant, and/or were identified as Black by others. I measured and identified race in these three ways to illustrate the diversity in identification of the people whose stories I captured, and also to highlight the complexity of identity. This approach is based on work done by Dr. Nancy Lopez that measures race based on three components: self-perceived race, ascribed race, and street race (López et al, 2017). In my research I included African ancestry to analyze the relationship between self-identifying as having African ancestry, and self-perceived race and ascribed race. The
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