Financial Literacy and Adult Education E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ACE Single Issue Adult & Continuing Eeducation
• Sprache: Englisch

Seitenzahl: 219

Veröffentlichungsjahr: 2014

Beschreibung

Many adults attend financial education classes to helpthem make more informed financial decisions, based ontheir * knowledge of their financial situation * available cash or funds * planned expenditures. This volume brings together scholars from the fields of adulteducation and financial literacy and covers topics that revealthe interrelatedness of the two fields. They show how concepts andknowledge about adult education can be utilized in and illuminatefinancial education, and they offer insights about how financialeducation, as an eminently practical subject, shows adults learningand putting their new knowledge into action. This is the 141st volume of this Jossey-Bass series. Noted for itsdepth of coverage, it explores issues of common interest toinstructors, administrators, counselors, and policymakers in abroad range of adult and continuing education settings, such ascolleges and universities, extension programs, businesses,libraries, and museums.

Leseprobe

New Directions for Adult and Continuing Education

Susan Imel Jovita M. Ross-Gordon COEDITORS-IN-CHIEF

Financial Literacy and Adult Education

Karin Sprow Forté

Edward W. Taylor

Elizabeth J. Tisdell

EDITORS

Number 141 • Spring 2014

Jossey-Bass

San Francisco

FINANCIAL LITERACY AND ADULT EDUCATION Karin Sprow Forté, Edward W. Taylor, Elizabeth J. Tisdell (eds) New Directions for Adult and Continuing Education, no. 141 Susan Imel, Jovita M. Ross-Gordon, Coeditors‐in‐Chief

© 2014 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, [phone], fax [phone]. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder's consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

Microfilm copies of issues and articles are available in 16mm and 35mm, as well as microfiche in 105mm, through University Microfilms Inc., 300 North Zeeb Road, Ann Arbor, Michigan 48106-1346.

NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION (ISSN 1052-2891, electronic ISSN 1536-0717) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. POSTMASTER: Send address changes to New Directions for Adult and Continuing Education, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

New Directions for Adult and Continuing Education is indexed in CIJE: Current Index to Journals in Education (ERIC); Contents Pages in Education (T&F); ERIC Database (Education Resources Information Center); Higher Education Abstracts (Claremont Graduate University); and Sociological Abstracts (CSA/CIG).

INDIVIDUAL SUBSCRIPTION RATE (in USD): $89 per year US/Can/Mex, $113 rest of world; institutional subscription rate: $311 US, $351 Can/Mex, $385 rest of world. Single copy rate: $29. Electronic only–all regions: $89 individual, $311 institutional; Print & Electronic–US: $98 individual, $357 institutional; Print & Electronic–Canada/Mexico: $98 individual, $397 institutional; Print & Electronic–Rest of World: $122 individual, $431 institutional.

EDITORIAL CORRESPONDENCE should be sent to the Coeditors-in-Chief, Susan Imel, 3076 Woodbine Place, Columbus, Ohio 43202-1341, e-mail: [email protected]; or Jovita M. Ross-Gordon, Southwest Texas State University, CLAS Dept., 601 University Drive, San Marcos, TX 78666.

Cover photograph by Jack Hollingsworth@Photodisc

www.josseybass.com

CONTENTS

Editors’ Notes

References

Chapter 1: Sociocultural Issues in Adult Financial Education

Sociocultural Issues and Adult Learning

Financial Education: A Brief Overview

Connecting Financial Education and Sociocultural Considerations

Implications for Practice

References

Chapter 2: Structural Barriers, Financial Exclusion, and the Possibilities of Situated Learning for Financial Education

Financial Exclusion

Linking Financial Exclusion and Financial Literacy

Through the Lens of Situated Learning

Discussion and Conclusion

References

Chapter 3: Contextual Influences on Financial Behavior: A Proposed Model for Adult Financial Literacy Education

Contexts for Behavior-Based Educational Interventions

An Ecological Model of Financial Literacy Education

Conclusions and Implications for Practice and Research

References

Chapter 4: Financial Literacy Education for Women

Women and Financial Literacy

Women's Financial Literacy Education Programs

Pedagogical Strategies for Women's Financial Literacy Education

Conclusion

References

Chapter 5: Financial Literacy: A Critical Adult Education Appraisal

Financial Literacy Programs

Insights From Critical Theory

Implications for Adult Education

References

Chapter 6: Economic Inclusion and Financial Education in Culturally Diverse Communities: Leveraging Cultural Capital and Whole-Family Learning*

Economic Inclusion: Economic Education and Cultural Capital

Capturing Financial Knowledge and Gaps: Community Voices

Whole-Family Economic Education Over the Life Cycle: Crossing Into New Territory

Conclusion

Notes

References

Chapter 7: Raising Employee Engagement Through Workplace Financial Education

Changing Workplace Values and Practices

Workplace Financial Education in Historical Context

Does Financial Education Work?

The Business Case for Financial Education in the Workplace

Engaging Employees Through Financial Education Programs

References

Chapter 8: Measuring the Impacts of Financial Literacy: Challenges for Community-Based Financial Education

Moving Financial Education Beyond the Classroom

Evaluating Community-Based Programs

Implications for Program Design and Evaluation Practice

Conclusion

References

Chapter 9: The Role of Emotions and Assumptions in Culturally Responsive Financial Education Practice in a Capitalist Economy

Underlying Assumptions of Financial Education in North America

Culturally Responsive Financial Education: Beliefs and Practices

Conclusion: A Working Model of Culturally Responsive Financial Education

References

Advert

Index

List of Tables

Chapter 9

Table 9.1

List of Illustrations

Chapter 3

Figure 3.1 Ecological Model for Financial Literacy Education Intervention

Chapter 6

Figure 6.1 Loteria Cards

Guide

Cover

Table of Contents

Chapter

Pages

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

101

102

104

105

106

107

108

109

Editors’ Notes

It started a few years ago with a Request for Proposals from the National Endowment for Financial Education® (NEFE®). We responded to the call for proposals, because, in addition to the topic of financial literacy education, it focused on a significant area of interest: that of community-based adult education. Success in community-based adult education always involves attention to sociocultural factors; one cannot work successfully with communities unless one considers attention to power relations between dominant and marginalized groups. In considering financial literacy in particular, it is also important to explore how capitalism and economic systems and social relations affect how educators deal with issues of financial literacy, and how adult learners respond to educational programs that attempt to meet their needs.