Educating for Financial Literacy: A Case Study with a Sociocultural Lens

Autor/in	Sprow Forte, Karin
Titel	Educating for Financial Literacy: A Case Study with a Sociocultural Lens
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 63 (2013) 3, S.215-235 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713612460267
Schlagwörter	Money Management; Knowledge Level; Consumer Education; Adult Education; Mothers; Sociocultural Patterns; Behavior Change; Teaching Methods; Ethnicity; Gender Differences; Hispanic American Culture; Interviews; Observation; Holistic Approach; Course Content; Student Needs; Qualitative Research; Case Studies; Hispanic Americans; One Parent Family + Suchen Sie Ihr Suchwort? Wissensbasis; Konsumerziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Mother; Mutter; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnizität; Geschlechterkonflikt; Hispanistik; Interviewing; Interviewtechnik; Beobachtung; Holistischer Ansatz; Kursprogramm; Qualitative Forschung; Case study; Fallstudie; Case Study; Hispanic; Hispanoamerikaner; Single parent family; Ein-Eltern-Familie
Abstract	This study explored the teaching and learning in an adult financial literacy education program aimed specifically at Latina single mothers to understand the influence of sociocultural factors in this setting. Informed by critical and Latina feminist sociocultural adult learning perspectives and the transtheoretical model of behavior change, special interest was paid to the pedagogical approaches and the role that ethnicity, gender, and the Latino culture played in the teaching and learning process. Data from educator and learner interviews, class observations, and document analysis revealed three main insights: (a) the program uses a holistic approach to financial education, emphasizing community leadership and creating a cultural community of support for the learners; (b) the pedagogy emphasizes both content and process, emphasizing learner needs to create this supportive community and deliver the financial content; and (c) the promotion of financial behavior change motivates learners to make changes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10