CIPR | Center For Inter-American Policy & Research

Tulane University

Why the Latin American Region Matters to the U.S.

July 11, 2012

Latin America is a source of cultural, economic, and environmental opportunity for the U.S. Its proximity to the U.S. makes it a natural tourist destination, trade partner, and source of investment. Foreign direct investment to the region averaged $23.5 billion annually in 2010 and 2011. The U.S. accounts for approximately 18% of the FDI flows to the Latin American region. Total trade (imports and exports) between the U.S. and Latin America amounted to over $600 billion in 2010 and has grown consistently since at least 2005. Aside from being a destination for U.S. products Latin America is a source of prized raw materials for the U.S., especially oil. The total number of U.S. citizens that traveled to Latin America and the Caribbean in 2010 and 2011 reached 30 million, which means that the region accounted for half of all citizens travelling abroad.

More importantly, the region shares the same foundational values that are important to the U.S.: political liberty, economic freedom and democratic government. These can be traced back to the independence period when a majority of the emerging nations modeled their constitutions on that of the U.S., and more recently to the return to democracy and free markets of all Latin American countries (save one) during the 1980s. The cultural linkages between the region and the U.S. have deepened in the aftermath of the Cold War as the stream of Hispanic migrants seeking opportunities in the U.S. has skyrocketed. As a consequence, Spanish has become a dominant secondary language in the U.S. and Hispanics are now the largest ethnic minority in the country. Also as a consequence, money remittances from migrants to their relatives in the region have grown to exceed the flows of foreign aid and in many countries have become the primary source of foreign currency. These migrants, which tend to be younger on average than the U.S. population, have become an important source of labor that has helped maintain the dynamism of the U.S. economy. Their economic consolidation has also turned them into a substantial consumption force, and a source of entrepreneurship and employment through ownership of medium and small businesses. Their high birth rates and their concentration in urban centers are also transforming these communities into a significant political force.

But the relevance of the region is not only highlighted by positive factors. Latin America and the U.S. face common threats. In the globalized world in which we are living challenges to national security are eminently transnational and consequently cannot be addressed by single countries acting in isolation. Here are a few examples:

  • Drug trafficking: the Andean region in Latin America is a main source of drug production and multiple countries throughout the hemisphere have become important trafficking and distribution centers. But the main source of demand driving this industry is in the U.S.. The drug trade, estimated to be over $300 billion globally, is a source of domestic corruption and is linked to violence and other forms of criminality at its source and final destination.
  • Gangs: these highly complex and violent groups encompass multiple facets of criminal activity and through their highly effective networking span regionally and even globally. Their origins are traced to the deportation of illegal migrants who were schooled in the rituals and practices of violent U.S. street gangs through their mutual incarceration, particularly in the city of Los Angeles.
  • International crime: clearly related to the drug trade and gang activity but not limited to them, international crime involves human trafficking, arms smuggling, money laundering and other insidious threats that put human lives at risk and are terribly costly to control. It is estimated that the fight against crime can absorb up to 15% of a poor country’s GDP, resources that could otherwise be devoted to more productive purposes.
  • Migration: people migrate primarily in search of opportunities they cannot find in their home countries. For this reason, the underlying poverty and inequality that still characterize most of Latin America are a permanent incentive for migration. But so is the lure of employment opportunities in the prosperous communities to the north of the Rio Grande. If there is a growing population of undocumented migrants in the U.S. it is at least partly due to the chasm between the actual demand for Latin American laborers and the ability of the existent regulatory framework to accommodate them. Among other implications, this situation raises delicate issues in the areas of human rights and the criminal justice systems.
  • Environment: the effects of environmental degradation do not respect international boundaries. Largely because of this, polluters can impose part of their costs on others. Those in a position to provide solutions have little incentive to do so as long as they bear all of the costs without capturing the benefits. Latin America is in a position to improve carbon sequestration and storage through reforestation and the preservation of tropical forests, but it needs the support of the U.S. and other developed countries to do so.

Historically, Latin America has been within the U.S. sphere of interest, not always in the most felicitous of ways, but always at a high level of relevance. Most recently, however, particularly in the aftermath of 9/11 and the global financial crisis, the U.S. has shifted its attention to other world regions. In the meantime, Latin America has undergone a transformation of its own. No longer seen merely as a testing ground for American policies, it has gained recognition for innovation in the areas of social policy, political participation, biofuels, and others. While poverty and inequality remain high they have fallen significantly. Together with sound economic management and growing investment this is swelling the ranks of the middle class across the region. To enhance its regional and even global standing, the U.S. must rediscover the relevance of Latin America and embrace it as a full partner.

Why the Latin American Region Matters to the U.S.




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Chantalle Verna to Present Research on U.S. and Haitian Relationships in Post-Occupation Haiti

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Join us at the Stone Center for Latin American Studies in welcoming Dr. Chantalle Verna for a talk on her book Haiti and the Uses of America: Post- U.S. Occupation Promises on April 26, 2018, at 6:00 PM.

In her book, Dr. Verna makes evident that there have been key moments of cooperation that contributed to nation-building in both countries. Dr. Verna emphasizes the importance of examining the post-occupation period: the decades that followed the U.S. military occupation of Haiti (1915-34) and considering how Haiti’s public officials and privileged citizens rationalized nurturing ties with the United States at the very moment when the two nations began negotiating the reinstatement of Haitian sovereignty in 1930. Their efforts, Dr. Verna shows, helped favorable ideas about the United States, once held by a small segment of Haitian society, circulate more widely. In this way, Haitians contributed to and capitalized upon the spread of internationalism in the Americas and the larger world.

Dr. Verna received her Ph.D. from Michigan State University and is currently a professor in the History Department in Florida International University’s School of International and Public Affairs. Dr. Verna focuses on the culture of foreign relations, specifically concerning Haiti and the United States during the mid-twentieth century.

Apply for the Teaching Cuban Culture & Society: A Summer Educator Institute in Cuba

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Teaching Cuban Culture & Society: A Summer Educator Institute in Cuba
Havana, Cuba | June 23 – July 7, 2018
Program Application
Application Deadline: March 2, 2018

Tulane University’s Stone Center for Latin American Studies and the Cuban and Caribbean Studies Institute at Tulane University join forces with the University of Wisconsin-Milwaukee’s Center for Latin American & Caribbean Studies to take K-16 educators to Cuba. This is our fourth year running the Cuban Culture & Society K-16 Educator Institute and we are excited about this year’s itinerary. The institute will approach Cuban society and culture form a multidisciplinary perspective focused on the arts, the geography, and history of the country. Innovative programming and annual summer teacher institutes over the past three years provide the benefits of an interdisciplinary approach to teaching and studying the region. Taking advantage of Tulane’s relationship with the University of Havana and Cuba’s National Union of Writers and Artists, the institute equips teachers with multidisciplinary content, curricular resources, and methods of inquiry for developing that approach in their K-16 classrooms. Conducted in English by Professor Carolina Caballero, the institute will explore current trends and issues in Cuban culture and society through readings, films, and lectures. The program includes a series of talks by prominent Cuban intellectuals and local field trips to important political and cultural sights throughout Havana.

This two-week program provides the unique opportunity to work on developing lesson plans while exploring the sights and sounds of a nation and country that remain obscured behind political rhetoric and misinformation. Recent economic changes on the island have provoked a series of social and cultural transformations that have left Cubans and the entire world wondering what could be next for the island and the Revolution. Don’t miss the chance to witness some of these challenges and triumphs firsthand and get the opportunity to bring your experience back to your students in the classroom.

The trip will include a pre-departure orientation and two weeks in Cuba. The institute incorporates visits to local museums and exposes participants to arts organizations, schools, and teachers from the country’s national literacy campaign. Participants will stay within walking distance of the Malecón, the university, and many cultural venues. There will be group excursions to the historic Che Guevara monument, a visit to the site of the Bay of Pigs invasion, and a special visit to the town of Hershey, the town developed by Milton Hershey to begin his chocolate enterprise with the sugar from Cuba’s plantations. There will also be group excursions to the historic cities of Trinidad and Cienfuegos, Playa Girón, and Viñales, focusing on their role in the development of the economy and culture of the country

The cost will include a shared room and two meals a day, medical insurance, airfare to/from Havana from Tampa, Florida*, airport transportation in Havana to/from residence, OFAC-licensed academic visa, and specialized tours and outings.

*Airfare to/from Tampa, Florida, a one-night hotel stay in Tampa, incidental costs, and extra meals and expenses are not included in the program cost. You are responsible for your own air flight to/from Tampa, FL.

Those interested in applying must be a K-16 educator or librarian. There is no Spanish language requirement for this program. The application deadline is March 2, 2018, at 5:00 PM.

Please note: This program is only open to K-16 educators who are currently teaching, are pre-service teachers or are serving in a school or public library.

Please be advised that this itinerary is subject to change based on availability in Cuba. The itinerary below is the schedule from the 2017 institute.

  • Day 1 – U.S./HAVANA, CUBA
    Depart from Tampa, FL, Upon arrival, enjoy dinner and a welcome reception followed by an informal walk and people watching on the Malecón.
  • Day 2 – HAVANA
    Habana Vieja (Old Havana) Tour with local preservation experts to discuss in depth the history of local landmarks, historical preservation efforts, and future plans. Visit Muraleando Lawton, a community art project in the Lawton neighborhood of Havana. Hear from the founders of this project on how the neighborhood developed to promote skills in the community and support the local economy and meet with local community leaders, students and elderly folks at the community center.
  • Day 3 – HAVANA
    Lecture with Professor Carlos Alzugaray on Cuba Since the Special Period. Visit the elementary school Sergio Luis Ferriol in Habana Vieja. Connect with teachers and administrators about their experiences in the classroom.
  • Day 4 – HAVANA
    Visit the Museo Nacional de la Alfabetización (National Museum of the Literacy Campaign) and connect with members of the literacy brigade, teachers from the literacy campaign.
  • Day 5 – HAVANA
    Visit and explore Ernest Hemingway’s house. Have lunch in the infamous fishing village of Cojimar. In the afternoon, explore art by taking a tour of the Cuban Collection of the Museo Nacional de Bellas Artes accompanied by a curator then visit with artists at the Taller de Gráfica.
  • Day 6 – HERSHEY
    Day trip to the Hershey, Cuba and nature park. The site where famous chocolatier Milton Hershey developed his chocolate business by setting up sugar mills in the early 1900’s. Explore the natural side of Cuba in this country town.
  • Day 7 – HAVANA
    Learn about children’s literature and the book publishing business in Cuba by visiting Cuba’s national publisher UNEAC and hear first hand from children’s book authors. We will hear from children’s book author Olga Marta Pérez about the children’s/ youth Literacy Scene in Cuba today.
  • Day 8 – HAVANA/REGLA
    Take the ferry across the bay in Havana to the town of Regla to learn about Afro-Cuban dance and music from musicologist Cari Diez and an Afro-Cuban dance performance group.
    Travel to Trinidad via Santa Clara, a town founded by 175 people on July 15, 1689. It is the site of the last battle in the Cuban Revolution in 1958. Visit to the Che Mausoleum in Santa Clara. Also visit the historic sugar plantation of Manaca Iznaga before arriving in Trinidad.
  • Day 10 – TRINIDAD
    Explore this UNESCO World Heritage site, founded on December 23, 1514 by Diego Velázquez de Cuellar. Trinidad was a central piece of Cuba’s sugar-based economy. Guided city tour with the city historian. Visit the Trinidad library to learn about the importance of libraries and debate questions of intellectual freedom with the staff.
  • Day 11 – PLAYA GIRON (SITE OF BAY OF PIGS) Ciénega de Zapata, Playa Larga
    Day excursion to the historic site of the Bay of Pigs, one of the landing sites for the 1961 US-backed invasion. Visit the Finca Fiesta Campesina farm, the Playa Girón museum, the Parque Ciénaga de Zapata, the Laguna del Tesoro, and the Taino Indian village. Snorkel in the Bay of Pigs!
  • Day 12 – HAVANA
    Visit the U.S. Embassy and hear first-hand about the state of current relations between the U.S. and Cuba. In the afternoon, we head over to meet up with the famous hip-hop group, Obsesión to hear about their music and experience as hip-hop artists in Cuba.
    Take a day trip to Matanzas, the capital of the Cuban province of Matanzas. Known for its poets, culture, and Afro-Cuban folklore, we will explore the Triunvirato Plantation and the Castillo San Severino where we will hear about the history of slavery in Cuba. The rest of the afternoon we relax and explore the beautiful beaches of Varadero, a popular resort town covering Cuba’s narrow Hicacos Peninsula.
  • Day 14 – HAVANA
    Wrap-up curriculum workshop followed by a free afternoon ending in a celebratory dinner.
  • Day 15 – HAVANA/U.S.
    Morning departure for the U.S.

Explore our past trips through these photos and curricula:

Program Application

For more information, please contact Denise Woltering-Vargas at or call the Stone Center for Latin American Studies at 504-862-3143.