What Panamanian Immigration Can Tell Us About US Higher Education
Our adversaries already know.
Belief data is like a black swan—hard to describe until you’ve encountered it. Examples are powerful, and in that spirit, we’ve launched a public Panama feed to explore economic and social issues impacting the country. Our first batch of data was collected on December 11th, with a baseline report issued on December 12th.
One insight stands out, particularly on the hot topic of immigration: it’s not the uneducated who primarily immigrate to the United States from Panama—it’s the educated.
Education Paradox: When Knowledge Becomes Disillusionment
Immigration from Panama is paradoxically driven not by the uneducated seeking basic opportunities but by the educated, whose awareness illuminates the inadequacies of their country’s systems. Education equips individuals with the tools to critically assess their environment, exposing them to global benchmarks in governance, quality of life, and opportunity. In Panama, this awareness often reveals entrenched issues such as corruption, inequality, and economic stagnation.
For many educated Panamanians, this stark contrast fosters deep disillusionment. Instead of motivating them to instigate change locally, it creates a sense of futility. Structural challenges seem insurmountable, and a lack of institutional trust further erodes the belief in reform. These individuals often turn their gaze toward the United States, drawn by the promise of greater stability and opportunity. Ironically, the very education that highlights the possibility of change abroad undercuts hope for change at home.
This phenomenon also explains political disengagement among educated young Panamanians. Aware of systemic inefficiencies and corruption, they frequently view civic engagement as a futile exercise. They “check out” of political processes, refusing to affiliate with parties or participate in elections. This withdrawal perpetuates the cycle of stagnation, as their absence leaves political power in the hands of entrenched interests. By emigrating, they effectively abandon the collective action needed to disrupt this cycle, reinforcing the very issues they seek to escape.
A Broader Implication: The Role of Education in Destabilization
Increased education without corresponding opportunities or pathways to civic engagement can destabilize societies. This dynamic isn’t unique to Panama. The U.S. has seen similar trends during recent elections, where heightened awareness of systemic inequities led certain minority groups to disengage entirely. The “woke” movement illuminated structural challenges but often failed to provide actionable solutions, leading to withdrawal rather than mobilization.
Moreover, foreign entities may exploit this dynamic. For example, protests in universities funded by external sources highlight systemic problems but frequently stop short of offering viable reforms, fostering frustration instead. The net result is a withdrawal from civic participation and, in some cases, migration—a phenomenon that adversaries might exploit to weaken social cohesion and political stability.
China in Panama and Latin America: The Education Strategy
China has also recognized the power of education as a tool for influence. Over the past two decades, China has significantly expanded its engagement in Latin America, particularly in Panama, since establishing diplomatic ties in 2017.
• Confucius Institutes: These institutes, including one at the University of Panama, promote Chinese language and culture while facilitating scholarships and academic exchanges.
• Scholarships: By offering opportunities to study in China, these programs build goodwill and deepen bilateral ties.
• Belt and Road Initiative (BRI): Through the BRI, China funds educational partnerships across Latin America, including infrastructure investments and research collaborations.
China’s approach uses education not only to strengthen relationships but also to subtly shape perceptions, creating cultural and political leverage.
A Call to Action
The paradox of education-driven immigration underscores an urgent need for both local and global solutions:
1. Locally: Panama must channel the frustrations of its educated population into meaningful civic engagement and institutional reform. Education should empower individuals to advocate for change, not compel them to leave.
2. Globally: Democracies like the U.S. must recognize the destabilizing potential of unfulfilled education. Investing in economic opportunities and fostering effective civic engagement is vital to ensuring that education becomes a force for growth rather than disillusionment.
The insights from belief data serve as a warning and a guide: education, without corresponding opportunities and solutions, risks creating cycles of disengagement and migration. It is up to policymakers, educators, and societies to ensure that the light of knowledge leads not to despair but to action and progress.
Closing Thought
The relationship between education, immigration, and political disengagement is complex. This insight came out of the Belief3 baseline report. Belief3 will now start to track how beliefs change and what drives that change. So buckle up buttercup, “down the rabbit hole we go, …”
-J