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This paper explores the relationship between gender and the origins and implementation of federal welfare aims in the U.S. territory of Puerto Rico. It is argued that women's groups played a significantly less direct role in the establishment of federal social insurance and social assistance programs in Puerto Rico than on the U.S. mainland. Early 20th century Puerto Rican feminist and other groups dedicated to the welfare of women and children were subsumed in political parties and their conflicts about the Depression-era quest for economic relief and later U.S.-supported economic developmentalism.

“When James Boswell returned from a tour of Corsica in 1765 he wrote: ‘It is indeed amazing that an island so considerable, and in which such noble things have been doing, should be so imperfectly known.’ The same might be said today of Puerto Rico.” Thus began Millard Hansen and Henry Wells in the foreword to their 1953 look at Puerto Rico's democratic development. Four decades later, the same could again be said about the island.

Scholars recognize that international marketing effectiveness requires adapting to cultural values, and at the same time, paradoxically, acknowledge the possibility of cultural convergence. The purpose of this paper is to take the context of Puerto Rico as a US territory to reconcile these two propositions by analyzing culture and gender’s influence on apparel purchase.

Via multiple regression analysis, the study considers seasonality as a factor of apparel purchase patterns, developing a consumer behavior model for the apparel industry.

Results confirm that culture influences purchase behavior, an influence moderated by gender. Additionally, they show that seasons and special occasions are strong predictors of apparel purchase patterns.

The findings assert the claims of cultural convergence, yet preserve the notion that cultural values are reflected in patterns of consumer behavior in the case of apparel.

The study develops highly explanatory models indicating that Puerto Rico expenditure reflects cultural patterns of special occasions, but overshoots expectations for its US counterpart.

The results show that Puerto Rico has appropriated several US cultural aspects (e.g. special holidays), which are expressed differently as reflected by apparel purchase behavior, supporting the notion that Puerto Rico should be treated as an international market. The study demonstrates that cross-cultural studies may be robust in absence of available Hofstede’s dimensions for a country.

Narratives about racism and equity in schools have been documented in varying degrees of detail and accuracy in the news media (Farhi, 2012). Thus, race is front and center in the news reports, demonstrating how education policies are detrimental to the Island while also contending that policy drivers of Ley de Reforma Educativa de Puerto Rico (LREPR) are ignoring the racialized consequences of these neoliberal policies.

To examine the implementation of LREPR in education discourse in the media, a content analysis on texts in the Puerto Rican media was conducted. To conduct the analysis, an original dataset of texts from the four major newspapers in Puerto Rico: El Nuevo Dia, El Vocero, Primera Hora and The San Juan Daily Star (n = 119) was created.

The study shows how the collective resistance of Puerto Ricans towards LREPR suggests racialized consequences for this “post”-colonial Island as they engage in dialogues about property rights and dispute policy discourse. Data suggests the alarming effects of neoliberalism as perceived by Puerto Rican citizens, while highlighting shared concerns aligned with elements of critical race theory such as colorblindness and property rights.

This study breaks ground by identifying a new intellectual pursuit of charter schools purchasing land or buildings in marginalized communities. It argues that the news coverage demonstrates how Puerto Rican citizens have illuminated the purchase of land for charter schools, viewing it as an act of colonialism veiled as market competition and economic improvement for the Island. Implications for policy and practice are discussed.

The findings from this research contribute to how critical race theory is used and conceptualized in the educational leadership field. Additionally, the study contributes to the field of research by conducting a content analysis of newspaper articles in Puerto Rico, looking through the CRT lens to illuminate systemic racism that is present in media accounts of education.

Giorgio Agamben has used the notion of the state of exception to describe the United States’ detention camps in Cuba. Agamben argues that the use of the state of exception in the U.S. can be traced back to President Lincoln's suspension of the right of habeas corpus during the Civil War. This paper suggests that this argument obscures more relevant legal and political precedents that can be found in U.S. territorial legal history. Moreover, while Agamben's argument obscures conceptual distinctions between a state of emergency and a state of exception, his argument also provides resources that can expose the limits of liberal interpretations of the relationship between the State, the citizen, and the law.

This chapter highlights the social and cultural gaps evidenced when students from a foreign country receive education in a Puerto Rican university. It explores the influence and the implications of the Spanish vernacular being used as a language of instruction. The chapter starts with a historical background on English language instruction for Puerto Ricans throughout the last century. This topic is discussed in order to shed light on the consequences of such a polemic subject and to evaluate the implications and the influence it has had in the way Puerto Ricans communicate. The Puerto Rican Spanish vernacular is inherent in the language of instruction used throughout grade school and in Higher Education. As part of the investigation of the effects of the language of instruction, three students were interviewed to form part of this discourse. The motivations they had to study on the island were explored, as well as experiences that highlighted the language and cultural barriers that may or may not have been present in while studying in a Puerto Rican university. Their feelings toward their general experiences with their peers and professors were also explored.