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SAFE Credit Union's Financial Litera...

Vaioleti-Matu, Cassy.

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SAFE Credit Union's Financial Literacy Program in the Sacramento Region: A Multi-Site Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	SAFE Credit Union's Financial Literacy Program in the Sacramento Region: A Multi-Site Case Study./
作者:	Vaioleti-Matu, Cassy.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	151 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Finance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258080
ISBN:	9781369684759

SAFE Credit Union's Financial Literacy Program in the Sacramento Region: A Multi-Site Case Study.
Vaioleti-Matu, Cassy.

SAFE Credit Union's Financial Literacy Program in the Sacramento Region: A Multi-Site Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 151 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ed.D.)--Drexel University, 2016.

In a time when personal debt continues to grow globally and outstanding student debt has surpassed the $1 trillion mark, many young adults remain unprepared for critical financial decisions that affect their lives (Akers, Chingos, & Henriques, 2015; Houle, 2013; Mandell, 2008). One way to address this issue is offering financial education programs in schools with the help of community-partners. Through these partnership financial programs, educators can prepare students for financial uncertainties as they transition into adulthood. However, it is not known how students are using the knowledge learned to support their financial decisions and financial self-efficacy after graduating high school.

ISBN: 9781369684759Subjects--Topical Terms:

542899
Finance.

SAFE Credit Union's Financial Literacy Program in the Sacramento Region: A Multi-Site Case Study.
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245 1 0 $a SAFE Credit Union's Financial Literacy Program in the Sacramento Region: A Multi-Site Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 151 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Jose Chavez.
502 $a Thesis (Ed.D.)--Drexel University, 2016.
520 $a In a time when personal debt continues to grow globally and outstanding student debt has surpassed the $1 trillion mark, many young adults remain unprepared for critical financial decisions that affect their lives (Akers, Chingos, & Henriques, 2015; Houle, 2013; Mandell, 2008). One way to address this issue is offering financial education programs in schools with the help of community-partners. Through these partnership financial programs, educators can prepare students for financial uncertainties as they transition into adulthood. However, it is not known how students are using the knowledge learned to support their financial decisions and financial self-efficacy after graduating high school.
520 $a The case study research methodology was guided by a social constructivist and pragmatist perspective and sought to answer the following research questions: (a) How do financial educators and high school graduates describe the knowledge young adults need for financial decision-making? (b) How do graduates who participated in a high school financial literacy program describe the financial decisions they have experienced since high school graduation? (c) How do graduates who participated in a high school financial literacy program describe their financial efficacy?
520 $a This research framework builds on conceptual models of financial efficacy in emerging adulthood, financial educators and teaching methods for the delivery of financial literacy, and community partnerships in financial literacy. In this study, the researcher expands on theorists Arnett (2000) and Bandura (1978) on the topic of emerging adulthood related to efficacy.
520 $a The analysis of the interviews included "thick, rich descriptions" insights (Bloomberg & Volpe, 2008, p. 110). Along with the analysis of four one-on-one interviews and one focus group, artifacts were used that led to thematic findings. Four major themes emerged in the students' findings: (a) social dynamics, (b) financial education, (c) preparing for adulthood, and d) financial efficacy. In the focus group with the financial educators, the findings that emerged were: (a) fostering financial self-efficacy in their students, (b) preparing students for adulthood, (c) recognizing the importance of social support, and (d) effective financial tools for students.
520 $a The findings support the literature and reiterate family structure influence on individual understanding of financial management. Students asserted they are carrying skills learned in the program together with their social backgrounds into their adult life. Additionally, the study concluded by further defining the term financial self-efficacy in emerging adulthood, thus expanding on theorists Bandura's (1978) and Arnett's (2000) definitions. Individuals describe attributes of possessing the four C's: confidence, consciousness, competence, and control. Students reported their financial self-efficacy developed in high school along the way into their adulthood, and their financial self-efficacy was high because of the program coupled with what they learned from their social backgrounds.
520 $a Moreover, the study concluded financial educators perceive students see them as mentors who empower students on making responsible financial decisions. Collectively, facilitators contributed to financial efficacy in their students by mentoring and preparing students for their transition to adulthood.
520 $a The findings also reveal students are confident in their financial skills, yet financial educators perceive they are not prepared for financial uncertainties and will soon realize their judgment error soon enough. While debt was a major concern to students, the educators observed savings was more important.
520 $a Upon the completion of the study, the recommendations included integrating a co-learning financial program with parents, align just-in-time learning at various stages in an individual's life, start programs earlier in secondary school instead of waiting until high school, and involve the media and community to share the success of the program. The future studies recommendations was to expand and study family structure and how financial programs influence students from low to high family income levels, expand and study parents' educational levels by ethnic group and the impact on financial literacy in the youth, study students' financial decision-making beyond 10 to 15 years after graduating high school, expand the study on financial efficacy in emerging adults and follow their life into adulthood, study what financial methods that help retain concepts for the youth, and study debt and the impact on emerging adulthood today and the relation of seeking financial independence in emerging adulthood.
520 $a There is no or little research on the impact of financial programs and financial self-efficacy on individuals. These are precarious times for researchers, policy makers, community leaders and educators to look for ways to help young adults make better decisions in financial matters. For these reasons, further detailed work in financial literacy and financial efficacy must be explored.
590 $a School code: 0065.
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