GENDER, EDUCATION, AND MIGRATION: How Gender and Education Attainment is Associated with Migration From Guatemala to the United States

Abstract

While schooling is free and compulsory in Guatemala, the education system is not sufficiently resourced to support academic development, particularly for women and indigenous communities. Only 3.2% of Guatemala’s GDP is allocated to education, a percentage below the regional average in Central America of 5%. With such limited education options, migration often becomes a compelling pathway to upward mobility. This thesis explores the relationship between education and migration in Guatemala and how this might differ for men and women. Analyzing data from the Latin American Migration Project (LAMP) collected in 2004, I use a quantitative approach to model whether gender and/or completed levels of education impact an individual’s likelihood to migrate to the United States. I supplement this with qualitative data collected in August 2023 in Cajolá, Guatemala. I conclude that, contrary to existing studies that analyze the relationship between education and migration, higher completed levels of education reduce the likelihood of migration. I also conclude that the returns to education for migration are no different for women and for men, i.e., the interaction between education level completion and migration shows no difference between men and women. I argue that this dichotomy between my findings and existing literature is likely a reflection of Guatemala’s history and a lack of investment in education. Individuals with higher completed levels of education generally find economic and employment opportunities in their local communities and are not incentivized to embark on a dangerous migration journey. This thesis highlights the value and importance of investing in local Guatemalan communities, particularly rural and indigenous areas that lack the economic and educational resources compared to larger cities. I recommend replicating models like Grupo Cajolá, a nonprofit organization focused on community development, in order to create more educational and employment opportunities for both men and women. By providing accessible employment and teaching the necessary skill sets, models like Grupo Cajolá address specific community needs with targeted outcomes in core areas (e.g., education, healthcare, entrepreneurial business creation).