In 1996, the colleges and universities of America yielded thousands of graduates, 27% of them black, and of those, 12% were of Caribbean descent. These young Caribbean graduates are a unique entity. They represent a conglomerate of knowledge that could be utilized in America or in the Caribbean. Each year, a new group of Caribbean graduates faces an interesting dilemma: to build a life in the country that has educated them or to build a life in the country that holds their heritage, culture, and traditions. Should a young man from Jamaica who has come to the U.S. to become a doctor not go back to Jamaica at the end of his schooling armed with and American degree and better his own country? Should the young woman from Belize with a B.S. in biology from Cornell not return to Belize and put her knowledge to work for the betterment of her country?
96 p., The purpose of this applied dissertation study was to determine the relative impact of parental involvement, parental school perception, student generation status, and Caribbean adolescents' own attitudes and behavior towards academic achievement and reading comprehension skills. For this study, 45 Caribbean parents from Grenadian, Guyanese, Haitian, Jamaican, and Trinidadian backgrounds reported in survey form on their involvement, volunteerism, school perception, student behavior and educational achievements of students at the school of study. Students' course grades were obtained from their official school records and were broken down by generational status.
Reports on data drawn from a study exploring the educational strategies of 62 Black Caribbean heritage middle-class parents. Considers the roles of race and class in the shaping of parents' educational strategies.
The reception to the idea was favorable. In 1994, further discussions were held with Mexico, Columbia and Venezuela and with Argentina and Chile. The response was positive and to further support the idea, the ambassadors of the Latin American countries who were accredited to Jamaica, and Spain's ambassador, formed the Group of Latin America and the Caribbean as a forum for exchanging ideas and considering financial participation by their governments. In 1994, the Latin American-Caribbean Centre was created to facilitate economic, trade, research and cultural ties between the Caribbean and Latin America. The center's fundamental objective is to build strong commercial, cultural and academic ties between the Caribbean and Latin American regions and among the Caribbean countries. According to Ms. Insanally, "Economic development is one of the principal objectives of LACC. Expanding trade, investment, and tourism between the Caribbean and Latin American countries will generate income and employment, as well as stimulate technological modernization and international competitiveness. Academic and cultural development are important ends in themselves, and they also stimulate business relationships, and vice versa."
