Contributions of Qualitative Research to Understanding Savings for Children and Youth

Autor/inn/en	Sherraden, Margaret; Peters, Clark; Wagner, Kristen; Guo, Baorong; Clancy, Margaret
Titel	Contributions of Qualitative Research to Understanding Savings for Children and Youth
Quelle	In: Economics of Education Review, 32 (2013), S.66-77 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2012.09.006
Schlagwörter	Qualitative Research; Children; Youth; Foster Care; Money Management; Expenditures; Paying for College; Parent Student Relationship; Developmental Stages; Developmentally Appropriate Practices; Mothers; Toddlers; Futures (of Society); College Attendance; Elementary School Students; Economic Factors + Suchen Sie Ihr Suchwort? Qualitative Forschung; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Pflegehilfe; Ausgaben; Studienfinanzierung; Entwicklungsbezogene Bildung; Mother; Mutter; Infant; Infants; Toddler; Kleinkind; Future; Society; Zukunft; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Ökonomischer Faktor
Abstract	This paper explores contributions of qualitative research to saving theory for children, youth, and parents in children's development account (CDAs) programs. It brings together findings from three studies: (1) elementary school age children saving for college, (2) youth transitioning from foster care saving for education and other purposes, and (3) mothers saving for their toddlers' future college. Findings suggest that children, youth, and parents find CDAs helpful in accumulating savings. CDAs motivate and facilitate saving in ways that reflect developmental stages. Accumulating savings has positive economic and psychological meaning for CDA participants. CDAs overcome some obstacles in saving for the three groups, but other barriers remain, especially income flows, debt, and emergencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10