It's important to let her know that OK, she's of a different color, but she has to love self however people might say that you're black so you're not beautiful. Even here now, people are bleaching out their skins and all of that. I have to make her  
know that regardless of what people might say [in the States], she will be proud of where she's coming from. Because I'm not going to grow her like how my parents just sort of had me and they never really sat and shared a lot of things with me. You have to make them know, and you do this by telling them about the history.  
Paulette's personalization of aspects of the history of race relations in the Americas and her preparations for her daughter's expected migration speak to more general processes associated with globalization and identity formation. Her generation, having come of age during the 1970s flowering of black power and 'Jamaica for Jamaicans', was supported in its efforts to develop ideas about racial value that differed from those of their parents by a much-changed national context. Moreover, the technological and communications developments that had taken place since her parents' youth made external opportunities (such as a tertiary education in the United States) seem more easily accessible in some cases than those available locally.