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Finalist for the Gordon K. and Sybil Lewis Award from the Caribbean Studies Association The Cyborg Caribbean examines a wide range of twenty-first-century Cuban, Dominican, and Puerto Rican science fiction texts, arguing that authors from Pedro Cabiya, Alexandra Pagan-Velez, and Vagabond Beaumont to Yasmin Silvia Portales, Erick Mota, and Yoss, Haris Durrani, and Rita Indiana Hernandez, among others, negotiate rhetorical legacies of historical techno-colonialism and techno-authoritarianism. The authors span the Hispanic Caribbean and their respective diasporas, reflecting how science fiction as a genre has the ability to manipulate political borders. As both a literary and historical study, the book traces four different technologies—electroconvulsive therapy, nuclear weapons, space exploration, and digital avatars—that have transformed understandings of corporality and humanity in the Caribbean. By recognizing the ways that increased technology may amplify the marginalization of bodies based on race, gender, sexuality, and other factors, the science fiction texts studied in this book challenge oppressive narratives that link technological and sociopolitical progress.

Among the modern Afro-Cuban American performance identities and archival sites of the first part of the book, there was always a mainlandboricua presence: the Puerto Rican in the United States. O’Farrill appeared at the Teatro Apolo and Teatro Campoamor before boricua audiences, while hisGráficowork brought him into contact, however tense, with Bernardo Vega. Cosme’s midcentury watershed performance at the Teatro Santurce (formerly the Campoamor) put her before boricua publics, too. Prior to that, she had had many encounters with boricua writers, journalists, and intellectuals, both in New York City and in Puerto Rico in the mid-1930s. In this

The intertwined stories of two archipelagos and their diasporas This volume is the first systematic comparative study of Cuba and Puerto Rico from both a historical and contemporary perspective. In these essays, contributors highlight the interconnectedness of the two archipelagos in social categories such as nation, race, class, and gender to encourage a more nuanced and multifaceted study of the relationships between the islands and their diasporas. Topics range from historical and anthropological perspectives on Cuba and Puerto Rico before and during the Cold War to cultural and sociological studies of diasporic communities in the United States. The volume features analyses of political coalitions, the formation of interisland sororities, and environmental issues. Along with sharing a similar early history, Cuba and Puerto Rico have closely intertwined cultures, including their linguistic, literary, food, musical, and religious practices. Contributors also discuss literature by Cuban and Puerto Rican authors by examining the aesthetics of literary techniques and discourses, the representation of psychological space on the stage, and the impacts of migration. Showing how the trajectories of both archipelagos have been linked together for centuries and how they have diverged recently, Cuba and Puerto Rico offers a transdisciplinary approach to the study of this intricate relationship and the formation of diasporic communities and continuities. Publication of this work made possible by a Sustaining the Humanities through the American Rescue Plan grant from the National Endowment for the Humanities.

Objective Guided by role theory and the intersectionality framework, this study assesses whether social role volume, role type, and role configuration influence the mental health of Non‐Latina White, African American, Afro‐Caribbean, Mexican, Cuban, Puerto Rican, Chinese, Filipina, and Vietnamese American women. Background Contemporary shifts in the primary roles (i.e., worker, spouse, parent) women occupy and in the ethnic composition of the United States necessitate a re‐examination of how roles impact U.S. women's mental health. Moreover, family member and friend roles are relatively understudied. Method Drawing data from the nationally representative Collaborative Psychiatric Epidemiology Surveys (CPES) (N = 7370), ordinary least squares (OLS) regression analysis is used to assess the relationship between role volume, role type, role configuration, and mental health for women across nine ethnic groups. We report ethnicity‐stratified models. Results On one hand, role accumulation was psychologically beneficial for Non‐Latina White, African American, Puerto Rican, and Chinese women. On the other hand, the psychological benefits of social roles diminished after accumulating three social roles for Cuban, Mexican, and Filipina women. The psychological influence of specific roles and role configurations for women was dependent on ethnicity. Conclusion This study demonstrates the powerful impact of ethnicity on social role engagement as well as the influence of such roles on women's psychological health.

Lung cancer (LC) incidence rates and tumor characteristics among (non-Hispanic) Black and Hispanic detailed groups, normally characterized in aggregate, have been overlooked in the US. We used LC data from the Florida state cancer registry, 2012–2018, to compute LC age-adjusted incidence rates (AAIR) for US-born Black, Caribbean-born Black, Mexican, Puerto Rican, Cuban, Dominican, and Central and South American populations. We analyzed 120,550 total LC cases. Among Hispanics, Cuban males had the highest AAIR (65.6 per 100,000; 95%CI: 63.6–67.6), only 8% [Incidence Rate Ratio (IRR): 0.92; 95%CI: 0.89–0.95] lower than Whites, but 2.7 (IRR 95%CI: 2.31-3.19) times higher than Central Americans. Among Blacks, the AAIR for US-born Black males was over three times that of those Caribbean-born (IRR: 3.12; 95%CI: 2.80–3.40) and 14% higher than White males (IRR: 1.14; 95%CI: 1.11–1.18). Among women, US-born Blacks (46.4 per 100,000) and foreign-born Mexicans (12.2 per 100,000) had the highest and lowest rates. Aggregation of non-Hispanic Blacks or Hispanics obscures inherent disparities within groups. Understanding the distinct LC rates in US populations is crucial for targeting public health measures for LC diagnosis, prevention, and treatment. Further LC research exploring detailed race–ethnicity regarding LC in never-smokers is necessary, particularly among females and considering pertinent environmental factors.

Are Latino adolescents’ friendships an untapped resource for academic achievement or perhaps one of the reasons why these youth struggle academically? Using data from the National Longitudinal Study of Adolescent Health ( N  = 6782; 7th through 12th graders; 52.9 % female), we examined whether the process of Latino students’ school belonging mediated the relationships between the context of friendships (i.e., friendship network indicators) and their academic outcomes (i.e., a context-process-outcomes model), and tested whether the process-context link varied by friends’ characteristics (i.e., GPA and problem behavior; social capital). Moreover, we tested whether all relationships varied across the four largest Latino subgroups in the U.S. (i.e., Mexican, Central/South American, Puerto Rican, and Cuban). Our findings indicate that being nominated as a friend by peers and perceiving to have friends exerted both direct effects on school belonging in all but one of the Latino ethnic samples (i.e., Puerto Rican samples) and indirect effects on academic achievement in the full Latino, Mexican, and Central/South American samples. As such, school belonging was more likely to explain the links between academic achievement with nominations by peers as a friend and perceived friends than with having close-knit friendship groups. However, having a close-knit group of average or low-achieving friends predicted more school belonging for Mexican youth, but less school belonging for Cubans. Our findings suggest that friendships may be particularly beneficial for the school belonging process of highly marginalized groups in the U.S. (i.e., Mexican-origin).

To address ethnic variation and potential cross-cultural measurement error in diagnostic criteria, this study extends on the racialized ethnicities framework to examine how Latinxs’ self-reported psychological distress differ among ethnic groups. Utilizing data from the National Health Interview Survey, logistic regression models and partial proportional odds models assessed differences in likelihood of self-reporting frequent anxiety, depression, and psychological distress among Mexican, Puerto Rican, Cuban, Dominican, and Central and South American immigrants. Membership in Caribbean Latinx ethnic groups, and the Puerto Rican ethnic group in particular, was significantly associated with higher predicted probabilities of frequent anxious and depressive feelings, and severe psychological distress, relative to membership in non-Caribbean Latinx ethnic groups. This work highlights the need for research on Latinxs to disaggregate among ethnic groups, and proposes the existence of a gradient of exposure to the psychosocial consequences of US coloniality that might explain some of these variations.

This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by roughly a third in the first 2 years of schooling but remain relatively stable for the next 4 years. The development of achievement gaps varies considerably among Hispanic subgroups. Students with Mexican and Central American origins—particularly first-and second-generation immigrants—and those from homes where English is not spoken have the lowest math and reading skill levels at kindergarten entry but show the greatest achievement gains in the early years of schooling.