Adult Financial Literacy Education and Latina Learners: A Qualitative Case Study

Autor/in	Sprow, Karin Millard
Titel	Adult Financial Literacy Education and Latina Learners: A Qualitative Case Study
Quelle	(2010), (284 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-8790-8
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Qualitative Research; One Parent Family; Mothers; Adult Learning; Hispanic American Students; Money Management; Knowledge Level; Consumer Education; Sociocultural Patterns; Context Effect; Holistic Approach; Behavior Change; Social Support Groups; Community Leaders; Personal Narratives; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Qualitative Forschung; Single parent family; Ein-Eltern-Familie; Mother; Mutter; Adulte education; Adult training; Erwachsenenbildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Wissensbasis; Konsumerziehung; Soziokulturelle Theorie; Holistischer Ansatz; Social support; Soziale Unterstützung; Community leadership; Gemeindeleitung; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This qualitative study used a case study design to explore the teaching and learning that takes place in an adult Latino financial literacy education that was aimed specifically at Latina single mothers. The theoretical framework of the study was informed by a blend of critical and Latina feminist sociocultural adult learning perspectives, as well as the transtheoretical model of behavior change. The study focused on the experiences of the educators and learners within this program that targets these Latina learners and attempted to understand the influence of sociocultural factors on their education in financial matters. Of special interest was the pedagogical approach that was used, and the role that ethnicity, gender, and the Latino culture played in the teaching and learning process. Data consisted primarily of participant interviews with the program administrator, educators, and learners; class observations; and analysis of documents about the program or related to curriculum and pedagogy. Data were analyzed using thematic analysis, both manually and using the qualitative software, NVivo 8. The findings of the study are grouped into three primary areas. First, the program uses a holistic approach to financial education, which emphasizes community leadership and the creation of cultural community of support for the learners, including the provision of multiple resources for the learners. Second the pedagogy in use emphasizes both content and process making use of alternative techniques with an emphasis on learner needs and the use of personal stories that assists the educators in creating this community of support and in the delivery of financial content. Third, the promotion of financial behavior change motivates learners to set goals, make small changes, and demonstrate improvement in their savings, credit scores, and reduction in debt. The study ends with a consideration of the findings in light of the theory, and offers implications for adult education and financial education practice and further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10