La Caraïbe est un espace multidimensionnel, une mosaïque polyforme et paradoxale qui évoque la diversité, l'éparpillement.Longtemps méconnue, elle est l'objet de toutes les curiosités et est de plus en plus regardé comme un véritable laboratoire par ceux qui s'y intéressent.En effet, la Caraïbe est un ensemble de petites îles plus ou moins pauvres sur le plan économique avec une organisation politique et administrative plurielle. De nombreux statuts politiques sont hérités de la décolonisation. La Caraïbe regroupe 25 pays et 11 territoires non indépendants qui pour la plupart, comptent moins de 500 000 habitants. 24 sont des îles, parties d'îles ou ensembles de territoires insulaires.De nombreux programmes d'aide sont mis en place par les métropoles, les pays de la Caraïbe mènent une politique active d'intégration en constituant des institutions régionales, pourtant ces pays ne semblent pas décoller économiquement.Parallèlement, la région est remarquée pour ces faits de violence accrue, de criminalité, de narcotrafic, de catastrophes naturelles, de maladies vectorielles, autant d'éléments qui influencent l'une des activités économiques prospère, le tourisme.Idées préconçues et réalité, telle est la problématique à laquelle tente de répondre cette thèse en examinant la corrélation entre les organisations institutionnelles et le développement économique à l'heure de la mondialisation.Pour des raisons de cohérence, ma recherche est limitée à la dizaine de pays anglophones de la zone des Caraïbes. / The Caribbean is a multidimensional space, a multi-faceted and paradoxical mosaic that evokes diversity, scattering.For a long time unknown, it is the object of all curiosities and is increasingly regarded as a real laboratory for those who are interested in.Indeed, the Caribbean is a set of small islands more or less poor economically with a plural political and administrative organization. Many political statuses are inherited from decolonization.The Caribbean comprises 25 countries and 11 non-independent territories, most of which have 500,000 inhabitants. 24 are islands, parts of islands or sets of island territories.Many programs of assistance are set up by the metropolis, the Caribbean countries carry out an active policy of integration by constituting regional institutions, yet these countries do not seem to take off economically.At the same time, the region is noticed for these acts of increased violence, crime, drugs trade, natural disasters, vector-borne diseases, all of which influence one of the prosperous economic activities, tourism.Preconceived ideas and reality, this is the problem that this thesis attempts to answer by examining the correlation between institutional organizations and economic development in the globalization era.For coherence reasons, my research is limited to the ten English-speaking countries of the Caribbean zone.

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The purpose of this exploratory study was to examine the understandings and perceptions that West Indian parents and caregivers residing in the U.S. have about U.S. public schools. A second purpose of this study was to examine the consistency between these findings and the cultural-ecological theory advanced by Ogbu (1974) which posits that immigrant minorities to the U.S. hold different perceptions and expectations in relation to U.S. schools. Using interviews with 13 families in the Tampa Bay area, the study examined West Indian parents' and caregivers' understanding of the American public schooling process, expectations for education, role beliefs, and roles they played in their children's schooling. Several themes emerged from the interviews regarding these areas. These themes included: families viewed education in very instrumental ways (a finding that aligned with Ogbu's cultural-ecological theory), families had overwhelmingly positive perceptions of resources and opportunities offered by U.S. public schools, and most families were satisfied with the home-school relationship. A minority of families described negative relationships with schools. In addition, families reported that they believed school-based involvement was important. However, they reported very low levels of school-based involvement, but high levels of home-based involvement. Obstacles to parent involvement included logistical barriers, and lack of familiarity with the U.S. school system. Implications of the findings for school personnel are discussed and suggestions for further research are offered.