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The objective of this action research was to evaluate the effectiveness of a six-month financial education intervention for Appalachian artists by measuring and observing changes in financial knowledge, financial self-efficacy, and financial behaviors and by assessing participants? perception of the program. By all measures, the financial education intervention was a success with survey results demonstrating positive and statistically significant gains in financial knowledge and financial behaviors, plus gains, although not statistically significant ones, in financial self-efficacy. Participants increased financial knowledge in revenue diversification strategies and tax literacy from 31.2% to 71.3%. Nine participants (81.8%) earned more in their creative businesses following the financial education intervention, and ten participants (90.9%) had up-to-date record-keeping systems by the end of the program, an increase from four participants (36.3%) at the outset. Five new creative businesses and five new sales tax licenses were registered with West Virginia. Participants also emphasized the importance of the community they built with each other, and shared they were proud of their accomplishments during the six-month program. This research has practical implications for curricular design for educators, industry leaders, and community partners, plus implications for economic development policies to support similar financial education interventions for creative business owners. [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.]

Community cultural wealth has value in the workforce. The individual's cultural capital and financial literacy values are not a separate experience to the organization culture. The dominant culture within the organization has a role of understanding and accepting the whole of Black American workers. This study will explore organizational culture and community cultural wealth values through observations of the financial literacy and economic equity of Blacks. The study includes findings from eight generations of Black workers and entrepreneurs from three data sets and interviews. Few studies examine how Community Cultural Wealth (CCW) factors into the survival and empowerment of cultural capital values throughout the lifespan of Blacks in the workforce. It is not enough to know that Blacks acquire less wealth--inquiries into financial literacy, illiteracy, and decisions made in an organizational culture context are insightful. A key component could be how Blacks view themselves in their communities, Blackness in the workforce, or are they viewed as breathing bitcoins. The study discussed conclusions such as workforce oppression that is not to be labeled as workplace conflict, diversity initiatives are not cultural capital assessments, Black English, and a seventh form of cultural capital drawn from the research and introduced recommendations for workforce training development stakeholders, academia, and policymakers. The study can be replicated by institutions or organizations with an interest in expanding cultural values and economic equity models. [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.]

The evolution of school finance has become increasingly more complex, and accountability and transparency of spending decisions toward academic outcomes have increased, leading to more demands on the superintendent (Bjork & Kowalski, 2005; Kowalski, 2013; Ramirez, 2013). This has led to evolution of the role of the superintendent position in school districts (Bjork & Kowalski, 2005; Callahan, 1966; Carter & Cunningham, 1997; Decman et al., 2018; Glass et al., 2000; Tienken, 2021). Prior to the educational crisis caused by the COVID-19 global pandemic, Roza (2018) emphasized building fiscal knowledge for educational leaders is important. However, due to the COVID-19 global pandemic's negative effects on education, the federal government has released unprecedented funds known as The Elementary and Secondary School Emergency Relief Fund (ESSER). Roza and Hess (2021) asserted leaders who are better equipped to maximize resources from the federal relief efforts will seize the opportunity, and leaders lacking the fiscal knowledge may have a missed opportunity with detrimental effects on the economy and student outcomes that will be publicly transparent Hess (2021). The purpose of this quantitative correlational study was to explore the relationship between the self-perceived fiscal literacy of New York State school district superintendents, the actions superintendents can take to acquire fiscal knowledge, and their self-perceived ability to maximize ESSER. This study's theoretical framework used Waters and Marzano's (2006) working paper, "School District Leadership That Works: The Effect of Superintendent Leadership on Student Achievement." Several key findings emerged: on average, (a) superintendents had the highest level of agreement regarding their confidence in communicating the budget to stakeholders, (b) informal mentoring with other superintendents helped build fiscal knowledge, and (c) having district goals agreed upon for ESSER spending that included academics and instruction. On average, the lowest level of agreement was their self-perception regarding their district-level administrative advance certificate program, which helped prepare them to make financial decisions. Differences did exist between male and female superintendents' responses to four statements about financial oversight and between superintendents with 1±3 years of experience in any district and any other experience group. Furthermore, the statement regarding their advanced certificate program had the most frequent statistically significant relationships with financial oversight statements despite having the lowest average agreement; informal mentoring had zero statistically significant relationships despite having one of the highest average agreement levels. Finally, the source of their fiscal knowledge had statistically significant relationships with all 13 financial oversight statements. [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.]

This quantitative study describes results of cross-sectional demographical research conducted on minority women and Millennial women to address their reported lower levels of financial literacy. This study potentially disrupts the status quo of low financial literacy levels among women and young adults shown in past research by seeking to understand the underserved and underrepresented with expectations for new insights. Seven hypotheses were tested to inform two research questions using sample population of women (N = 265). Financial literacy needs were the dependent variable potentially influenced by the independent variables: age, racial/ethnic identity, educational attainment, financial literacy experiences and family structure. This study used the NFCC's 2020 Consumer Financial Literacy Survey as well as the 2021 NFCS's 2021 State by State Survey with permission to comprise an index of self-identified financial literacy needs. These surveys were used with permission and underwent reliability testing. Correlational analysis revealed six predictor variables for respondents who indicated needs that were statistically significant for the sample tested. In this study, income level, financial satisfaction level, and racial identification as Asian correlated with indicating lower self-identified financial literacy needs. Full-time student status and single marital status were predictors correlated with indicating higher self-identified financial literacy needs. Implications for future research involve a more in-depth examination of demographic and predictor variables. Financial educators may benefit from incorporating culturally contextualized learning, intervention guidelines, and engaging active learners in their experiential learning opportunities with adult women. The study concludes that financial literacy among minorities and Millennials might require continuing education with differentiation for maximum and community wide effect. [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.]

This study was designed to test the efficacy of the Open Hands finance program. The program was designed to increase financial literacy among Christian college juniors and seniors, and the study was conducted at two Christian institutions in the Midwest and Southeast United States. The literature suggests a dire worldwide need for financial education programs with timely and applicable content. However, disorganization among the field of researchers makes it difficult to compare one program to another because of the wide variety of instruments and research designs being used in similar studies. Using a robust randomized subject, pretest-posttest control group design, the researcher measured the effect of the Open Hands finance program on the posttest scores of the experimental group compared to the control group while controlling for pretest scores. An ANCOVA was used to analyze results from the 89 participants' tests. The independent variable of the Open Hands program was significant (F = 6.073, p = 0.016), with the average participant in the experimental group increasing their score on the 13-question test by 2.19 correct answers. Additionally, business majors were found to have significantly higher financial literacy than psychology majors prior to the experiment, and academic major category did not have a significant impact on posttest scores. The significant increase in posttest scores among the experimental group shows the potential benefit Open Hands can have for Christian college students. The literature suggests caution when allocating resources to any available financial education program because many have been shown to be ineffective after controlling for demographic factors or confounding variables. The robust true randomized design for this experiment along with the size and scope of the experiment suggests a reliable outcome for Christian college administrators should they administer the Open Hands program in a similar setting. [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.]

The problem addressed in this study was whether real or perceived barriers exist among higher education finance professionals, which may influence their perceptions of risk and trustworthiness to adopt FinTech. The purpose of this study was to address whether or not perceptions of the risks and trustworthiness of software applications used in financial operations, known as FinTech, affected decisions to invest in and adopt the software tools. The target population was chief financial or chief business officers employed in permanent, full-time positions in the higher education finance and business units among Historically Black Colleges and Universities (HBCUs). The relationship of perceptions of risk and trustworthiness impacts transformation and innovation within the higher education finance units as well as budgetary and compliance related decision-making and activities for finance professionals. The study was grounded in the theory of planned behavior (TPB). The research methodology was qualitative phenomenological. The participants were invited by email and phone to complete a semi-structured interview with two research questions. The research questions focused on participants' perceptions of the risks and of the trustworthiness of FinTech tools. The results were analyzed using the qualitative research design framework of interpretive phenomenological analysis (IPA). Participants expressed concerns about the risks of FinTech tools in finance operations within the HBCUs. Causes of their hesitancy were associated with the changing landscape of technology and the HBCUs' abilities to provide budgetary support, overcome high turnover rates in staffing, and attract and retain qualified personnel to implement the desired systems. The associations between risk and trustworthiness were integrated since risk factors informed perceptions of trustworthiness. Future research will be needed to explore how to enhance training and exposure to FinTech tools to create a stronger culture of sustainable innovation. [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.]

Previous studies have focused heavily on the astronomical student loan debt number in the United States of America and the overall expense of higher education; however, few studies have focused on the financial literacy of higher education students and what financial knowledge the individuals possess who were key members of the community who were adding to the overall student loan debt number. The purpose of this study was to examine the mindset of higher education graduates from public universities within the last 10 years (2012-2022) about factors that have contributed to the overall student loan debt number in the United States with a specific focus on the financial literacy of these students. Specific research questions were developed to study college graduates and their financial thought processes on selecting their college, payment plan, major, and financial repercussions of these decisions. I utilized the snowball and convenience sampling methods in this qualitative study to obtain 14 research participants who graduated from public universities between 2012-2022 to personally interview about their financial literacy, knowledge, habits, and influences in high school, during their higher education journey, and post-graduation. The data analysis showed individuals were more aware of the cost of college and student loan debt than previous research conducted. Multiple things played into this, such as parental influence and self-awareness. Implications of these findings and recommendations for further research were discussed. [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.]

Financial Literacy is one of the subject areas taught in Family and Consumer Sciences (FCS) courses which is not graduation requirement for high school students across Pennsylvania. The problem of practice I addressed is that Greensburg Salem High School (GSHS) students are graduating without the financial literacy knowledge and skills to become successfully independent adults. Three inquiry questions that guided my dissertation in practice are: (1) "How is student financial literacy knowledge impacted by a simulation activity compared to the Next Gen Personal Finance (NGPF) curriculum and teaching practices?"; (2) "What are the teacher's perceptions of implementing the simulation activity compared to the standard curriculum/practices?"; and (3) "Was the teacher able to implement the Budget Project simulation activity with high levels of fidelity?" Two GSHS Financial Literacy classes participated in the inquiry project: one group of students completing a new Budget Project simulation activity and the other group completing the standard NGPF Budgeting Unit. Measures included a student pre/post survey to assess their financial literacy knowledge, an individual interview with the intervention classroom teacher, and observations of intervention implementation via a fidelity checklist. The descriptive statistics from the survey and fidelity data, combined with the codes from the teacher interview, revealed positive results in both the intervention teacher and the students. Students had higher financial literacy knowledge retention and understanding after completing the Budget Project, and the teacher reported ease of use and productive experiences with students. Future implications include modifying the GSHS Financial Literacy curriculum to include more simulation activities, including the Budget Project, and enhancing professional development for educators teaching financial literacy. [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.]

This research applies the community cultural wealth model to explore how Black and Latinx students experience financial barriers in college from an appreciative lens. The purpose of this study was to increase understanding of how Black and Latinx students use aspirational, familial, social, navigational, resistant, and linguistic capital to overcome financial barriers to college completion. Black and Latinx college students were interviewed to determine what skills and traits they used to overcome these obstacles. The results indicate that students use aspirational, familial, social, and navigational capital to overcome financial issues. In addition, colleges inadvertently create financial barriers in the form of academic advising and the scholarship application process. Three recommendations are provided: create financial programming for college students' families, implement an early alert system to identify students who may be more at risk of financial issues, and review policies and procedures to see which may cause financial barriers. [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.]

Many students enroll in college without proper preparation. Although they may demonstrate they are prepared academically, students who lack the knowledge and awareness of the higher education environment might not succeed in their first year. Although there are standardized exams to evaluate academic preparedness, there are few assessments that measure how well students have mastered key skills that are necessary for college success, including study skills or financial literacy. Lack of college readiness among new students leads to lower retention rates, high attrition rates, as well as loans and bills from colleges where students failed to earn a degree. However, because students are unprepared for college does not mean they do not belong in college. This study sought to investigate how public, urban, higher education institutions can help students who enroll with insufficient college readiness. Through two cycles of research, this study examined the problem of college readiness in a public urban institution and analyzed the success of an intervention implemented by student facing staff members. In Cycle 1, benchmark data was collected by interviewing senior college administrators who are in positions to enact strategies, policies, and resources to support new students. Action steps were designed, implemented, and evaluated in Cycle 2 to provide college personnel who support new students with an assessment tool, which is a basic needs survey to collect data on students' needs and skills. The basic needs survey was disseminated by the college advisors to the students with whom they work. The survey collected several data points on students, including income level, their experiences during COVID-19 pandemic, and expectations from college. The advisors then used the data to enhance their conversations with the students and refer them to the appropriate resources. The following data were analyzed: interviews with the advisors who used the survey and the data from the survey itself. The researcher concluded that the survey was an effective tool for colleges to assess the needs of the students when they first enter college and to identify appropriate resources that could buffer the impact of insufficient college readiness. Colleges must make an effort to get to know their new students in order to refer them to the resources, programs, and services that specifically meet their needs. Implications for the organization include creating an effective assessment strategy that measures a student's level of college readiness and scaling up resources so that all the students in need can be served. [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.]

The three studies included in this dissertation collectively aim to highlight the negative impact that culturally homogenous academic, social, and financial systems on college campuses have on the experiences of culturally diverse college students. Currently the academic, social, and financial experiences of college students are not structured to support culturally diverse student groups, thus inhibiting their development of a sense of belonging and contributing to the low retention rates of culturally diverse students. The first study, "Examining Individualism in College Student Retention Theory and Practice: A Transition from Student Integration to Institutional Adjustment," is a meta synthesis that explains that contemporary retention theories and practices are based on antiquated retention theories and are inadequate in addressing the needs of culturally diverse college student populations. The second study, "Financial Literacy Programming in American Higher Education: What's There and What's Missing," is a qualitative study that addressed the research gap regarding financial literacy and wellness by more clearly defining the financial experiences and interactions that college students have within the financial systems of college. As a follow-up to the second study, the third study, "Values and Value: A Qualitative Study on Culturally Responsive Financial Literacy Programming," examines more closely the content of financial literacy programs in higher education to identify ways that financial literacy programming on college campuses is responsive to students' cultural identities. The findings of the included studies collectively inform foundational principles of a culturally responsive retention theory through which the college environment can be examined and potentially transformed to be more inclusive in access and support for culturally diverse students. [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.]

This research study aspired to establish a platform for African American college students to express their perspectives and encounters regarding their background and socioeconomic status, and how these factors have influenced their financial awareness. The endeavors aimed to provide insights that could be advantageous for future Black college students. The focal point of the study is on how Black college students obtain or struggle to receive financial literacy and resources according to their background and economic differences. The study was grounded in a theory of oppression (Feagin, 2013; Freire, 1987) and status attainment theory (Blau & Duncan, 1967). A theory of oppression highlights systemic racism and the social blocks that hinder Black college students' quality of life, and status attainment theory emphasizes the achieved and ascribed factors of inherited and influenced earlier years and social standings, as well as ascended and descended status hierarchy according to one's socioeconomic status. The research study implemented a narrative approach with semi-structured interviews for all participants. The individuals that participated in the study were composed of four African American female and male undergraduate and graduate students from urban and suburban communities who attend Saint Ezra University (pseudonym). Through analyzing the transcribed interviews, an improved insight of factors that impede the financial awareness of Black college students surfaced. Three themes emerged through the analysis of the transcribed interviews utilizing a theory of oppression and status attainment theory. A theory of oppression includes cultural imperialism and unjust reception toward marginalized groups. Status attainment theory comprises education, earnings, and employment that allow one to determine where they land on the social stratification ladder. This research study proposes that status attainment theory and a theory of oppression impact Black college students' financial capability. [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.]

Issues regarding the steadily rising cost of college education, especially among disadvantaged college students, have gained enormous attention among scholars due to the recent global financial crisis. This has led government and colleges to outline financial literacy empowerment initiatives. With an emphasis on financial literacy and education, we can address the struggles, disparities, and discriminatory practices that affect students from disadvantaged backgrounds, more specifically first-generation college students. Research has also found that women generally have less knowledge about personal finance topics. Although evidence is available on the determinants of financial empowerment among college students, there is less known in the context of first-generation college students based on gender. The current study proposed to examine the overall financial knowledge of first-generation college students and the factors that influence their personal financial choices by using quantitative data. The study's sample included 219 respondents (males and females) from the University of Louisiana at Lafayette. The study was based on the integrated student retention model, social cognitive theory, and reinforcement theory, all emphasizing autonomy, and competency. Data were collected using the College Student Financial Literacy Survey instrument to measure financial knowledge, focusing on personal financial management, budgeting, savings, investment, spending, and credit. The study employed T-test and Pearson's Chi-Square for data analysis and interpretation. The study found that both males and females had lower financial knowledge, attitude, and behavior scores overall. More specifically, the results demonstrated that the University of Louisiana at Lafayette participants scored an overall rating of an F (43%). Results indicated that challenges met by inadequate access to and utilization of financial resources in higher education institutions integrated with the lack of control over economic resources are increasing and more complex for female students than males. Increasing female financial empowerment is essential. [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.]

Escalating college costs have far-reaching implications, especially for low-income and first-generation students. Lack of financial literacy can negatively affect the success of these learners and may have long-lasting consequences, yet there is a lack of literature about the borrowing and repayment obligations related to student loans of first-generation, academically at-risk Black students. Grounded in social cognitive theory and human capital theory, the purpose of this basic qualitative study was to explore first-generation academically at-risk Black college students' understanding of student loan borrowing and repayment obligations. A semistructured interview protocol with open-ended questions was used to obtain the narrative data from 10 purposefully selected first-generation college students regardless of the current school year, academically at-risk, and self-identify as Black participants. Data were analyzed using axial coding techniques. Three themes emerged: (a) impact of debt, (b) financial instability and financial insecurity, and (c) informed decisions and financial literacy. Results showed that first-generation Black academically at-risk college students, who lacked financial literacy skills, needed support to avoid poor financial behaviors such as accumulating unsustainable debt amounts and lack of long-term financial preparation for college. The results of my study may promote positive social change by addressing the lack of financial literacy relating to student loans, which can inform interventions to improve the standard of living through improvements in financial stability during and after college. [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.]

There has been a lack of consensus among researchers and practitioners about how to define financial literacy, but there is agreement that financial education changes depending on the stage of life to which people belong. This study provides consensus on what topics are considered a part of financial literacy specifically for traditional aged undergraduate college students. Many students take on debt to finance their college education and college is the time that people are laying the foundation for their financial future. The rising costs of a college education, combined with low levels of financial literacy amongst this population, indicates the need for financial education at the college/university level. In the past, there has been no definition of exactly what college students need to learn during this stage of life regarding financial planning. This lack of definition has also made it hard to measure financial literacy of college students. This study addresses both of these concerns. Utilizing the Delphi method, experts generated a list of financial planning topics that should be included in financial literacy for all traditionally aged undergraduate students. Those results were then used to create an instrument that measures financial literacy, which includes financial knowledge, financial attitude, and financial behavior. The instrument was refined utilizing multiple methods including item-score correlation, the items' contribution to Cronbach's a, the Q3 statistic, exploratory factor analysis, confirmatory factor analysis, and item response theory. Through the refinement process, a final instrument was created with 4 subscales: a 26-item scale measuring financial knowledge, a 5-item scale measuring financial planning attitude, a 5-item scale measuring financial management attitude, and a 15-item scale measuring financial behavior. These findings are relevant for both researchers and financial planning practitioners. [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.]

U.S. workers are not sufficiently prepared for financial success in retirement. This qualitative phenomenological case study explored participants' perceptions of their retirement adequacy, financial literacy, and the effects of employer-sponsored programs to enhance their employees' financial literacy. This study intended to resolve U.S. workers under-preparedness for retirement by determining the effects of workplace programs to enhance employees' financial literacy leading to financial planning for retirement. The researcher developed four research questions to gain insight. Using the Life-Cycle Model (1954), the Cognitive Dissonance Theory (1957), the Nudge Theory (2008), and the Employee Commitment to the Organization Theory (1974) as the theoretical framework, the researcher interviewed 15 participants and conducted a thematic analysis. The researcher identified the following themes: defining financial literacy, assessment of individual financial literacy and the comparative financial literacy of others, enhancing financial literacy, financial success in retirement defined, confidence, planning for financial success in retirement, motivators to plan for financial success in retirement, motivators to participate in employer-sponsored programs to enhance financial literacy, participation in employer-sponsored programs, effectiveness of employer-sponsored programs, enhancing employer-sponsored programs, and commitment. Study findings were consistent with the theoretical framework and demonstrated that participants, based on their perceived financial literacy and engagement with employer-sponsored programs to enhance their financial literacy, accumulated wealth for retirement by modifying their behavior and saving that resulted in their being more committed to their organization. Based on these findings, a key recommendation is that employers offer employer-sponsored programs to enhance financial literacy that appeal to employees' individual needs to effectuate changes in behavior and planning for retirement. [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.]

One-third of student loan debt is delinquent or in default, creating a crisis in the United States economy and the lives of the students (Friedman, 2020 U.S. Department of Education, 2019). A more complex story is that of the African American student with default rates five times more than their majority counterparts (Mishory et al., 2019; Ratcliffe & McKernan, 2012). The default rates represent failed public policies causing financial inequality between African Americans and White Americans (Oliver & Shapiro, 1997). The purpose of this study was to understand the African American students' experience when deciding how to finance higher education after federal and state grants. This single case study with embedded units captured the experiences of African American students at Historical Black Colleges and Universities (HBCU) as they make decisions on how to finance their education. Through surveys, interviews, and focus groups, the voice of students and presidents of the colleges described the unique experiences of the students. Three themes emerged from the study. One, HBCU students rely on informal and often flawed education systems of friends and family instead of formal programs. Second, in terms of financial literacy, students do not comprehend the complex language of the formal financial advice offered, the financial documents, or the funding process. Third, the theme of access to resources is that African American students have fewer resources than their White American peers resulting in the diversion of borrowed funds to cover expenses not currently included in the Title IV definition of the cost of college. These findings engender considerations for universities responsible for advising and supporting students on the complexity of financing options for higher education. In addition, this research informs policy decisions in the U.S. House of Representatives House Education and Labor Committee, U.S. Senate Committee on Health, Education, Labor, and Pensions, U.S. Department of Education, and Secretaries of Education at state levels inequities in the current system. [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.]

Financial literacy is a tool necessary for navigating adulthood, often overlooked when preparing students for college decision-making. Despite the lack of preparation, research indicates financial issues as one of the most significant concerns for student retention, affecting first-generation and minority students the most. The purpose of this study is to improve the financial literacy of first-year students at Texas A&M University-Commerce, a mid-sized institution with a majority-minority student population. This mixed-method action research study uses surveys and interviews to establish themes around the perceived financial literacy of students from a sample of first-year students, business faculty, and campus housing staff. The themes emerging from the analyses show a lack of knowledge and willingness to learn about the five chosen financial concepts and a need for progressive program-based education that includes campus-wide participation. The action plan resulting from the data analysis includes the implementation of expanding the current residential curriculum to include financial literacy learning outcomes. The residential curriculum process includes creating an interdepartmental task force including both faculty and staff, creating collaborative and progressive workshops, and meetings to collect and analyze data for the continual growth of the action plan. Success is based on student participation and feedback from surveys. Implementation of the first phase would take a minimum of two years. The first is to be used for development, and the second for a full cycle implementation. The budget for the implementation is low. Stakeholders involved in the task force will provide space and marketing for programs. The largest resource to manage is the time commitment of the faculty and staff implementing the action plan. This study involves a campus-wide process of understanding first-year students and their perspective on their financial literacy while developing a campus-wide method to address it. Challenges during this study include acquiring survey participation from students and faculty not participating because they believe their perspective was not valuable if they did not directly teach first-year students. The action plan can work, but support for the initiative must happen from the top down to keep the campus-wide community engaged to benefit the students fully. [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.]

This current dissertation used case study (Yin, 2018) to examine United States female college students' perceptions of their financial literacy, especially with respect to their debt accumulation and the gender wage gap, at a public, 4-year institution in New Jersey. It answered the following research questions: How are student debt, financial literacy, and the gender wage gap experienced and/or perceived by the participants? How do indebted female college seniors at a public, 4-year New Jersey institution make financial decisions? The study relied upon Yin's framework (Yin, 2018). It employed purposive and snowball sampling to recruit participants (n=14) (Lune & Berg, 2017), Charmaz's intensive interviewing to interview participants using a semi-structured interview (Charmaz, 2014), and Braun and Clarke's thematic analysis to analyze the data (Braun & Clarke, 2014). Results were analyzed using NVivo qualitative software. It was found that participants were determined to earn their bachelor's degrees despite the many obstacles they endured. There were five subthemes: 1) Degree Attainment: Not if, but how? 2) Need for increased financial literacy; 3) Making the Most of the Investment in College 4) Gender wage gap: Current and future experience; and 5) Pandemic: Negatives and Positives. [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.]

The discourse of economic literacy has influenced high school economics instruction for decades. Using Foucauldian genealogy, this study examined the events and circumstances which allowed that discourse to emerge. By mapping the relationships in the discourse through the economic literacy, it is possible to examine the mechanisms and rules which support the continued circulation of the discourse. In turn, the examination of those relationships, the mechanisms and rules supporting the circulation of the discourse, and those who are authorized to speak in the discourse can open possibilities for future research and points of resistance. [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.]

University students and university personnel are important contributors to the economy of the United States regarding excessive student loan debt. As such, a lack of financial literacy is a significant problem. The purpose of this single descriptive qualitative case study was to describe the experiences of certain individual university students about their financial knowledge of their student loan debt. Bandura's social learning theory and Maslow's hierarchy of needs theory was used to analyze the results of this study. The research questions asked how university students describe their experiences regarding student loan debt and their financial acuity, and how do university students' parents describe their experiences with student loan debt? This study examined students' perceptions and experiences regarding financial literacy and money management related to student loan debt. Data for this study included interviews with 10 borrowers, one college financial counselor, field notes, observations of information available to students on student loans, reviewed reports, and personal journals or diaries on their debt. Open and axial coding revealed five themes: (a) financial skills, (b) budgeting, (c) initial debt, (d) benefits, and (e)challenges. This study could contribute to social change by persuading the implementation of financial literacy training through independent courses or by incorporating lessons into the core curriculum in institutions - similar to this one but using financial knowledge of student loan debt. The study could contribute to financial change by helping university students acknowledge financial challenges; they may alleviate stress and reclaim control of their financial knowledge of student debt and personal lives. [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.]

There is a growing concern in this country that the middle class is disappearing and not in the way one would hope. Instead of families moving into a higher socio-economic class and being able to provide richer life experiences for themselves and their children, vast numbers are shifting to a lower socio-economic status level. The gap between the affluent and those barely eking out an existence is increasing at an alarming rate. This trend will directly affect who can successfully attend college and who will be available and capable to perform the blue-collar jobs that are vital to the continuation of our economy. Many of these jobs are becoming increasingly complex and sophisticated. While they may not require a college degree, they do require additional post-secondary training and expertise. Longer reaching concerns are that a dwindling middle class equates to a smaller tax base and contributes to a larger segment of the population that needs financial assistance. The productive management of money is part of a concept known as financial literacy. People that have money take this knowledge for granted. Somewhere along the line, whether it was at home, in school, or from personal experiences, successful people learned the value of earning money and using it thoughtfully and intentionally in order to achieve a future goal. No one disputes the fact that personal choices and discretion are parts of the picture. Imagine, however, that the environment in which you grew up did not contain earning possibilities. Perhaps you had to work without pay caring for your siblings, leaving no time to go out and earn your own money. Maybe your family was in the situation where everything that each family member earned was required to try to make ends meet. The result can be a feeling of ignorance and powerlessness around financial literacy and a lack of understanding the difference it could make in your life. This dissertation examines these issues. As a Scholarly Personal Narrative, it will also relate the story of my own journey of acquiring financial literacy and how that knowledge has affected my life. It concludes with a proposal that I created for teaching the concepts of financial literacy to underserved members of our society living at the lower socio-economic level. This education is important because understanding financial literacy can build self-confidence, empowerment, and purpose. This knowledge can also set an example that parents can pass on to their children and future generations. I believe this is one possible route toward breaking the cycle of poverty. [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.]

The rising costs of college attendance and changes in financial aid packages leave students with little option other than to incur a debt of some amount. Unfortunately, colleges often fail to provide adequate financial literacy and student loan information so prospective students planning to attend college can make informed decisions. Student loans may seem attractive in the short term because, unlike other loans, repayment does not begin immediately. However, the accrual of student loan debt leads to long-term financial consequences, including the opportunity to build economic wealth after graduation. Utilizing a basic qualitative research design, I explored first-generation community college students' experiences with financial aid, financial literacy, and the challenges and individual circumstances of using student loans to fund expenses related to their postsecondary enrollment. A human capital framework supported students informed financial decision-making experiences to effectively persist confidently in pursuing their educational goals. Collectively, students' detailed statements provided a powerful voice for first-generation students accessing financial resources at the community college. The six themes included (a) Student-Centered, (b) Understanding Consequences of Student Loans, (c) Development of Financial Aid Literacy, (d) Student-Connection, (e) Simplifying Financial Aid Access for Students, and (f) Support From Campus-Based Programs. Findings provide helpful insights for community college practitioners and financial aid administrators. [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.]

This study examines the financial aid literacy of Latino students at an institution of higher education in the United States. Beginning with a review of the current literature on the topic and past studies. Utilizing the theoretical framework of Marcia Magolda-Baxter's (2009) theory of self-authorship along with the conceptual frameworks of Yosso's (2005) community cultural wealth, and Astin's (1970) input, education, output to examine Latino student's financial aid literacy and the ability to navigate the processes necessary to thrive in the world of higher education.Key terms: Latino, Latinx, financial aid literacy, financial aid, self-authorship, culture capital, community cultural wealth, input education output, IEO. [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.]

First-generation, freshmen students struggle to complete the financial aid process at a 4-year private university in Louisiana, impacting their financial and academic well-being. The purpose of this basic qualitative study was to explore first-generation, freshmen student perceptions of how they construct knowledge about the financial aid process and resources needed to help them complete the process. The conceptual framework of the study was comprised of Piaget's theory of constructivism, which is grounded in the idea of learners constructing their own knowledge based on experience. The first research question addressed how first-generation, freshmen students constructed knowledge about the financial aid process. The second research question addressed what resources students need to help them complete the financial aid process. Purposeful sampling of homogeneous cases was used to select participants with whom 10 semi-structured interviews were held with enrolled students who had completed the Free Application for Federal Student Aid. Participants' interview responses were thematically analyzed. Results indicated that students perceived the financial aid process and terminology as unclear. Findings from the study revealed that more targeted financial aid resources and workshops were necessary to equip first-generation, freshmen students for better college outcomes. Findings and recommendations for workshops and programs were compiled in a position paper to present to university administrators to inform future policies and programs. Positive social change may result from first-generation students being provided resources that assist them with completing the financial aid process, consequently impacting their financial literacy, and decreasing excess student loan debt. [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.]

Initiatives to deliver financial literacy to populations are offered by a wide range of institutions. Among them, central banks focus on financial literacy because when people make wiser financial decisions, the central banks are more likely to fulfill their societal mission. One of the most common initiatives of central banks in this regard is to establish a money museum. Aligned to the educational intent of these museums, the Banco Central do Brasil (BCB) is currently undertaking and sponsoring the development of the Museum of Economics of Brazil by changing the current Museum into a new one, with new features. The future Museum aims to offer a distinct educational intent for its visitors. Until recently, the various stakeholders of the future Museum had been given limited opportunity to comment on the nature of the learning experience of visitors, especially of adult visitors. In this sense, the purpose of this study was to identify the stakeholders' perspectives about which learning design features for adults should be integrated into the exhibits and programs of the Museum of Economics of Brazil. Because the future Museum will contribute to the BCB's results for society, stakeholders should be involved to align visitors' learning and the BCB and the Museum's purposes. The study was conducted as a needs assessment, with four research questions guiding it. The needs assessment conducted has included the analysis of official documents, interviews with internal and external stakeholders, and observations conducted in other similar museums. The results present a list of the learning design features that should be integrated in the Museum of Economics of Brazil. Having the learning design features should help the planners of the future Museum to design a facility that promotes learning among adult visitors and therefore helps the BCB to achieve its societal mission. [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.]

Despite the U.S. having one of the highest college access and participation rates in the world, equity gaps exist that impact access and success for first-generation, low-income, underrepresented students in higher education (Cahalan et al., 2020). The goal of going to college is often imperiled for first-generation, low-income, transfer students due to financial challenges and a lack of financial literacy. In other words, financial obstacles often interfere with students' persistence and successful matriculation to four-year higher education institutions (Broun et al., 2014). This study was guided by a narrative inquiry methodology to explore the perceptions and experiences of first-generation, low-income, transfer students with their financial aid awareness and financial literacy. More specifically, this study explored the impact the Summer Transfer Transition program had on 11 Educational Opportunity Program (EOP) participants' comprehension of financial aid awareness, financial literacy, and willingness to seek financial support services at the college they attended. This research incorporated a social justice framework (Bell, 2016) and the theoretical framework of Bandura's (1989) social cognitive theory. The data analysis revealed the following major themes: experiences that influenced financial awareness, the challenges surrounding financial literacy, navigating higher education financial aid systems, and recommendations to increase financial awareness and financial literacy. The findings of this study brought to the forefront various implications for higher education institutional practices and policies as it pertains to financial education and financial literacy across higher education institutions. [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.]

The purpose of this study was to identify the positive and challenging experiences of currently enrolled Pell Grant higher education students at one private, four-year postsecondary institution in Texas. The qualitative study used an Interpretive Phenomenological Analysis (IPA) as a data collection approach to gain specific insight about Pell Grant student experiences. Schlossberg's Transition Theory framed the responses provided by Pell Grant students to understand how this private four-year university can reduce barriers and provide institutional support for Pell Grant students as they transition to and through their college journeys. Based on the results of the study, the following recommendations emerged: (1) establish a university emergency fund designed to mitigate student attrition; (2) clearly notify and educate Pell Grant students about their financial award package; (3) expand peer leader and staff resources that serve low-income students; (4) host listening sessions where low-income students can share their experiences in navigating the college experience with limited resources; (5) include a financial literacy component to the overall institutional student services program; and (6) consider vulnerable student populations within low-income students including former foster youth. [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.]

The purpose of this study is to ascertain whether a student's sense of financial security can increase the degree of predictability of retention over and above the more traditional predictors typically found in the literature, and to get a better sense for how student financial security impacts student persistence decision-making in college. To determine whether or not a student's sense of financial security can increase the degree of predictability of retention over and above expected family contribution (EFC) and grade point average (GPA), data on these variables were collected from students at Mid-Atlantic University between the years of 2017 and 2019. Each variable was run separately at the univariate level through correlations (or chi square for race) to answer the question of whether the variables high school GPA, EFC and financial security (both as a percentile, and as a raw score) correlate with retention. What was found was that only high school GPA significantly predicts retention, with financial security having no effect. To obtain additional information on how students' sense of financial security impacts student persistence decision-making in college, a series of interviews were conducted with students who made the decision to persist, despite identified financial insecurities. To better understand the decision-making of students from both a relatively high socioeconomic (SES) status, as well as the decision-making of students from a relatively low SES, students from both the 1st EFC quartile, as well as students from above the 3rd EFC quartile at Mid-Atlantic University were interviewed about whether financial security had impacted their persistence decision-making. A thematic analysis of the six student interviews revealed that students are: (1) Averse to risk and sometimes reluctant to take on debt; (2) Unmoored from traditional financial support systems; (3) Lacking general money management knowledge, (4) Employed on and off campus, and (5) Committed to reaching their educational goals. If institutions of higher education are going to help students better navigate persistence decision-making, they need to understand the nuances of how student financial concerns influence such decisions. This study provides valuable insights into the multi-dimensional nature of student persistence decision-making, especially as those decisions are impacted by student financial pressures and insecurities. Such insights can help institutions develop effective interventions and initiatives to promote greater financial confidence in students, encouraging student persistence and educational goal achievement. [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.]

Student loan debt in the United States exceeds $1.5 trillion. The enormity of student loan debt has received extensive media attention, with reports presenting the sheer mass of student loan debt as a national crisis. Borrowing patterns among undergraduates indicate that this is a pronounced issue among Black students who are more likely to finance college with loans. Existing research purports that deficits believed to be intrinsic to Black students and their families are to blame for the disparate borrowing patterns along racial lines. This view is incomplete and focuses too narrowly on perceived deficits based on a white, middle-class notion of financial literacy. The purpose of this study was to provide a more complete view of financial literacy through the lens of 12 Black undergraduate students. Using Critical Race Theory and an antideficit achievement framework results from this study suggest systematic and structural inequality contribute to divergent types of financial literacies along racial lines. Although different from their racial counterparts, the financial literacy of the Black participants interviewed in this study did not contribute to their indebtedness. On the contrary, using a unique set of financial literacies, study participants navigated the economic demands of higher education designed for their demise and downfall. Participants found jobs, scholarships, and other ways to supplement their financial circumstances reflecting their ability to offset the costs of undergrad. Navigating these costs is not always obvious for students. Higher education institutions should help to make the process of affording college more attainable for a diverse student body. One size fits all approaches ignore the unique needs of Black undergraduate students. Supports should provide the historical context of personal finances and practical resources for implementing money strategies for the specific college-going experience of Black undergraduate students. Recommendations from this study suggest students, families, and institutions can disrupt deficit-based paradigms of financial literacy and implement better financial literacy supports sensitive to the individual and group needs of degree-seekers. [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.]

This quasi-experimental pilot study addressed the need for financial literacy services to assist in increasing and providing financial literacy skills development to first-generation, low-income students through a TRIO Student Support Services program. Identification of student needs and support implementation to provide effective services is outlined. The study was available virtually to accommodate safety precautions during the global pandemic, COVID-19. The study was designed to provide enhanced financial literacy support services for first-generation, low- income participants. All activities are relevant for college-going students and provided access to financial literacy resources. The study was conducted over 4 weeks in a two-phase, two-level format. The study participants were given the option to receive an enhanced level of support services during the study. The results identified an increase in financial literacy after participation and the most beneficial aspects of the study design. Successful first-generation, low-income completers indicated a need for greater exposure to improve their financial literacy. [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.]

In this research study, importance and resistance scores representing secondary school principals' attitudes towards financial literacy education in Pennsylvania were investigated. An original questionnaire was developed to measure the importance of ten financial topics as well as the importance given to four possible barriers to adding these subjects into curriculum. The ten topics included auto loans, budgeting, credit cards, credit scores, insurance, investing, mortgages, paying taxes, saving for retirement and using bank accounts. The four possible barriers included additional financial cost of resources, distraction from existing curriculum, the time to train educators and the perception that students may be too young for this type of education. Participants completed the questionnaire along with demographics questions using a web-based questionnaire format. Results indicated that participants generally found all the financial topics listed as important to teach their students and also found the possible barriers listed as having little impact on their inclusion in curriculum. Results also indicated no differences in importance and resistance scores based on grade levels, school district size, type of school location or regional district; however, there was a significant difference in resistance scores among schools that required financial courses to graduate compared with schools that did not. Results from this study provide positive principal attitudes towards the inclusion of financial subjects in curriculum. Implications of the findings and future research are discussed. [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.]

Undergraduate students are a vulnerable population faced with college costs and a lack of financial management knowledge, issues that have led to high student debt, failure to repay this debt, and sometimes dropping out of college. Facing these financial matters often serves as a leading source of stress, which, according to Selye's stress theory, can negatively affect the lives of these college students, but may also be experienced differently by various demographic groups. This quantitative study compared financial stress reported on an anonymous online National Survey of Student Engagement (NSSE) financial stress survey by respondents from a stratified random sample of 2,130 undergraduate students across all 4 years of a public university in the Southeastern United States. Multiple regression analysis was used to determine if a relationship existed between financial stress and demographic characteristics including grade classification (first-year, sophomore, junior, senior), sex, race/ethnicity, and parental educational levels. The only statistically significant relationship was between NSSE financial stress index scores and grade classification (p = 0.039). Most literature on financial stress of college students and the findings reported by NSSE focus on first-year and senior students; however, this study showed an increase in financial stress index scores for sophomores and seniors, suggesting the need for interventions beyond those typically offered in the first and final years of college. Findings were used to develop a policy recommendation on the need for financial literacy education to address financial stress, decrease loan default rates, and improve academic outcomes such as retention and graduation, especially for demographic groups who already face multiple barriers to college success. [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.]

This study aimed to understand how emerging adults achieve financial independence by asking how emerging adults who are college graduates describe their experiences with the process of achieving financial independence. Using a generic qualitative design, this study drew connections between emerging adult college graduates' common experiences and their achievement of financial independence. The findings were based on individual interviews with 10 emerging adult college graduates, ages 25 to 29, who were financially independent and could speak to the experience of transitioning from financial dependence to financial independence, both from objective and subjective viewpoints. The analytic approach, thematic analysis with constant comparison, involved coding the transcribed interviews, assembling the codes into patterns, and forming the patterns into overarching themes. The analysis of the interview results revealed that the process of pursuing financial independence was impacted by experiences in the family of origin and support received. Achievement of financial independence was further impacted by the development of financial literacy, as participants' financial decision making correlated with their financial knowledge. Throughout the process of pursuing financial independence, participants developed an emotional relationship with money. Finally, in reflecting back on factors that contributed to their success in achieving financial independence, luck and privilege were cited as key components. Future qualitative research may explore the experiences of emerging adult college graduates, ages 25 to 29, who are not financially independent in order to increase the knowledge base on this population's experiences. Additionally, studies focused on the experiences of emerging adults of color and from families of lower socioeconomic status may expand the understanding of how privilege impacts emerging adult college graduates' pursuit and achievement of financial independence. [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.]

This action research study explored how women perceived the influences of collaborative software development methodologies on workplace culture at one financial technology firm. While collaborative software development methodologies were not designed to increase gender diversity, the transformational shifts in the way technology teams work together illustrated the potential for an improved fit with preferred work styles and strengths of women. Thus, the adoption of collaborative methodologies may lead to attracting, retaining, and advancing women in the field of technology. Through semi-structured interviews, this research study described the lived experiences of women in technology roles. The findings highlighted unconscious bias resulting in stereotype threat and imposter syndrome. The recommendations include specific areas of potential improvement targeting team construction, leadership development, and education. [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.]

This study proposed to investigate the financial aid literacy of college students and if differences existed between specific groups. The research examined a causal comparison between students who attended a convocation and who did not, Pell awarded student status, and first-generation college student status. The participants included 58 students from the convocation and through a private social media group. The findings revealed statistical significances between students participating in the convocation versus those who did not attend and first-generation college students versus non first-generation in their financial aid literacy. The quantitative and qualitative data showed the necessity and impact of students receiving adequate financial aid information to make prudent educational cost decisions. [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.]

Higher education costs in the United States have increased by 69% in the last decade. Simultaneously, state legislatures have decreased the level of funding provided to institutions of higher education while states have initiated campaigns to encourage students to obtain a post-secondary education. With increased costs, decreased support, and enhanced pressure to attend college, students rely heavily upon student financial aid to cover college expenses. Currently, the aggregate federal student loan balance in the United States is $1.4 trillion. Because institutions depend upon student tuition dollars and most students must borrow money to afford college, institutions of higher education have a responsibility to ensure students have a strong understanding of their borrowing obligations. This study, determined the level of understanding of Montana undergraduate students, 18 years or older with student loan balances have of their student financial aid obligations and the factors that may influence their understanding. Statistical analyses found that Montana undergraduate students misrepresent their actual student loan balances by 23.5%. There was no relationship between the confidence students had in their perception of their loan balances and debt deviation. Moreover, 1 in 5 students who had a debt deviation of 31% or more expressed confidence in their ability to accurately report their student loan balances. This study determined that students who had loans outside the student federal aid program were more likely to have higher loan debt deviation and that upperclassmen were more likely to have lower loan debt deviations. This study also determined that students who had met with a financial aid counselor while in high school were more likely to have a lower debt deviation. Early interventions are necessary to help students improve their understanding of their financial aid obligations. Building high school and college partnerships would ensure that students have practical and personalized assistance in their first interaction with student financial aid. [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.]

The primary purpose of this study was to determine the influence of financial knowledge and selected demographic characteristics on student retention from the second to the third year at a public research university in the southern region of the United States. The accessible population was defined as students in the Fall 2013 entering freshman cohort who were enrolled in the Spring 2015 semester. Measurements including the independent variable represented by the financial knowledge score and 17 other independent variables were collected using a survey instrument and downloaded data from the university's electronic student information system. A total of 695 students responded, and these data were analyzed utilizing appropriate descriptive measures and stepwise multiple discriminant analysis. Of the 695 students who responded to the survey, 665 or approximately 96 percent of the students did persist from the second to the third year while the remaining 30 or approximately 4% of the students did not persist. The mean score on the financial knowledge instrument was 68 percent with scores ranging from 15 percent to 100 percent. Financial knowledge did not have an impact on student retention from the second to the third year in this study. However, further study is recommended on this relationship and the instrument should be administered to a larger sample size and retention evaluated beyond the second to the third year. A model was identified that increased the ability to correctly classify university students on whether the student did or did not persist from the second to the third year. The model correctly classified 95.7 percent of the students on their retention status. The three variables that entered the model were: high school GPA, college GPA, and on/off-campus living. Residency status and the amount of loan debt were related to student retention. Students whose race was Black or African American persisted at a lower rate than other races. Additionally, students who lived off-campus were retained at a higher rate than students who lived on-campus. This conclusion is contrary to previous studies and much of the available 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.]

Global pension reforms and an ever-increasing sophistication of financial markets have led many households to take more personal responsibility for their own wealth accumulation and investment choices. Previous research has demonstrated that most of households worldwide do not invest in stocks despite the tenets of portfolio and lifecycle theories. This dissertation aims to explore one of the key explanations behind low levels of stockholding - a lack of financial literacy. Previous research has indicated that globally, most households lack financial literacy. The literature, however, has several shortcomings: a lack of a cohesive definition of financial literacy, the concept is operationalised inadequately, and many research papers have poor controls for endogeneity bias. To redress these shortcomings, this thesis takes a mixed methods approach. First, a comprehensive financial literacy test is developed and analysed using item response theory: the survey included 1554 respondents who are the customers of a large Swedish bank. The determinants of financial literacy were identified by a regression analysis, and the link between objective and self-reported financial literacies was explored. Instrumental variable probit regression was conducted to explore the effect of financial literacy on both direct and indirect stockholdings. Interviews with financial advisors were conducted in order to acquire more information on household motivation and how financial literacy is acquired. The findings suggest that there is an adequate level of financial literacy among the Swedish population, and there is a disconnect between objective financial literacy and a subjective one, thus rendering the latter a poor proxy. One's level of financial literacy turned out to be a significant predictor of direct stockholding, but the effect was weaker for indirect stockholding. The financial literacy test developed here can be used in subsequent research and can include other financial instruments. The link between financial literacy and financial education and/or financial advice can be further explored.

This thesis consists of three related essays on financial literacy in Indonesia. The first essay investigates the significance of financial literacy and seeks to address whether the poverty level is explained by differences in individuals financial literacy. The study proposes a measure of financial literacy based on polychoric Principal Component Analysis (PCA) to address the limitations that have emerged from existing measures. The analysis is carried out employing the Ordinary Least Square (OLS) and the Instrumental Variable (IV) method, followed by the Propensity Score Matching (PSM) technique. The empirical findings suggest a significant association between financial literacy and poverty. The second study aims to assess the transmission channels through which financial literacy affects poverty. A simultaneous equation approach, which allows precise inferences to be made regarding the channels of influence from financial literacy to poverty is used for this purpose. The results reveal that financial literacy affects poverty by promoting the use of financial services and by increasing savings. On the other hand, insufficient financial literacy hinders poverty reduction by raising the probability of over-indebtedness. The overall indirect effect of financial literacy on poverty is robust to various robustness checks. The last essay focuses on the role of money attitude, which has received little attention in the literature. By employing a logistic regression technique and an average treatment effect estimation, this study aims to examine the impact of money attitude on the poverty level. It also offers an analysis of whether an interaction effect exists between money attitude and financial literacy. This essay has shown that persons with a healthier attitude towards money are more likely to avoid financial trouble. Furthermore, this empirical analysis reveals that the relationship between money attitude and financial struggle is not straightforward; instead, it is conditional upon the level of financial literacy and vice versa.

Inadequate access to electricity remains one of the pressing challenges in Sub-Saharan Africa. Ensuring universal access by 2030 will require additional sources of finance as current investment volumes are inadequate. Increasingly, the integral role that household investors can play is being realised and understanding the preferences of such household investors is crucial to raising the necessary investments to bridge the gap. Using a discrete choice survey administered to Ghanaian households considered at least middle class in terms of income, this thesis sought to investigate household investor willingness to pay for the attributes associated with renewable energy investments and assess if and where preference heterogeneity exists for the attributes. A second study on financial literacy was also undertaken to gauge household investor understanding of basic financial literacy concepts considering that crowdfunding for renewable energy requires investors to make their own financial investment decisions often without expert advice. The findings show that the track record of the developer is the most valued attribute associated with the highest marginal willingness to pay for RE projects. This was followed by the project viability attribute that represents the availability of support systems deemed necessary to enhance the viability of RE projects. Interestingly, the rate of return, although valued, was not the most important in the decision-making to invest. Additionally, the findings establish the presence of heterogeneity between respondents for investment attributes. On demographics, young people (18 to 34 years) were found more likely than other counterparts to invest in renewable energy. Also, an investigation of the choice of technology showed that solar PV was the most preferred technology while wind energy is the least preferred. Regarding the financial literacy study, the findings show that financial literacy is not lacking among the middle-class. Among the three concepts tested, it was found that risk diversification is the least understood concept, while compound interest was the easiest to score. Secondly, a gender gap in financial literacy is not found as heavily documented in the financial literacy literature. Overall, this thesis highlights the importance of non-financial factors in the renewable energy investment decision making of household investors aside the rate of return. It also contributes to the scanty literature on financial literacy among the middle class, especially in a developing country context.

This dissertation aims to address the importance of financial literacy within the capability approach framework in the context of microfinance institutions’ clients in Indonesia, by raising four main issues. The first touches on financial capability and specifically focuses on its conceptualisation, predictors, and relationship with quality of life. A participatory method was employed to understand whether financial literacy is viewed as an important element of financial capability. An index of financial capability was built to investigate factors predicting financial capability and the relationship between financial capability and quality of life. The results suggest that socio-demographic discrepancies in financial capability exist, and financial capability is relevant for the improvement of quality of life. The remaining three issues centre on the instrumental value of financial literacy. In the second part, it is proposed that financial literacy is a relevant conversion factor. Within the capability approach literature itself, there is a lack of empirical discussion on conversion factors. It can be concluded that financial literacy is associated positively with conversion rate efficiency. The third research topic examined is the role of financial literacy in household financial decision-making authority. Previous studies have used household decision-making authority as a reflection of agency, which is an important building block of the capability approach. This thesis focuses on financial decision making, which is often perceived as “difficult”, “boring”, and “full of uncertainties”. It is suggested that the relationship between financial literacy and household financial decision-making authority is complex and contingent upon various factors. The role of financial literacy in the relationship between financial decision-making authority and subjective well-being is the last topic investigated in this dissertation. While decision-making authority has been argued as a reflection of human agency and source of power within households, it can also be perceived as a burden. These two interpretations of authority lead to an unclear relationship between household financial decision-making authority and subjective well-being. While a negative relationship between household financial decision-making authority and subjective well-being can be found among those with low levels of financial literacy, a similar correlation is absent among those who score high in financial literacy. This suggests that skills are important for people to value agency.

The objective of this action research was to evaluate the effectiveness of a six-month financial education intervention for Appalachian artists by measuring and observing changes in financial knowledge, financial self-efficacy, and financial behaviors and by assessing participants’ perception of the program. By all measures, the financial education intervention was a success with survey results demonstrating positive and statistically significant gains in financial knowledge and financial behaviors, plus gains, although not statistically significant ones, in financial self-efficacy. Participants increased financial knowledge in revenue diversification strategies and tax literacy from 31.2% to 71.3%. Nine participants (81.8%) earned more in their creative businesses following the financial education intervention, and ten participants (90.9%) had up-to-date record-keeping systems by the end of the program, an increase from four participants (36.3%) at the outset. Five new creative businesses and five new sales tax licenses were registered with West Virginia. Participants also emphasized the importance of the community they built with each other, and shared they were proud of their accomplishments during the six-month program. This research has practical implications for curricular design for educators, industry leaders, and community partners, plus implications for economic development policies to support similar financial education interventions for creative business owners.

This DBA thesis is an empirical study of the new private pension programme in Thailand, an Employee’s Choice (EC) programme, which is structured as a self-directed defined contribution plan that permits workers to make their own investment decisions for their pension assets. The growing acceptance of the new pension programme is placing greater responsibility for managing pension assets on workers. The shift from committee-directed pension plans to self-directed pension plans has meant that Thai workers now must make investment decisions, such as what type of plan to choose and how to allocate their pension assets among different asset classes. This raises some concerns about the financial literacy of workers and their ability to make informed decisions. This study aims to analyse the effectiveness of this programme by examining empirical evidence from a case study. Specifically, it asks whether workers are able to make appropriate investment decisions for their pension plans as investment theory has suggested. This study has shown that the new pension programme in this case study is effective. Most importantly, the study finds that, regardless of their level of financial literacy, workers are able to make reasonable investment choices as suggested by portfolio and lifecycle investing theories. Specifically, when workers were offered investment options ranging from low risk to high risk, workers are able to choose investment choices consistent with their age and risk tolerance. However, this study finds that financial literacy does matter if workers are asked to make asset allocation decisions instead of choosing between options. The study finds that workers with low levels of financial literacy are likely to allocate less of their pension assets in equities. The findings from this study make several contributions to the growing literature on household finance. In addition, this study has a number of important management implications for pension design. With the simple plan design which offers choices ranging from low risk to high risk, workers appear to make rational investment decisions regardless of their level of financial knowledge. Therefore, the simple plan design could be very useful for workers who have less financial knowledge. This research has also shown that many workers do not plan to review or revise their portfolios as lifecycle theory has suggested. The implication from this study is that the new self-directed pension programme is not effective in the long-run. There is, therefore, a definite need for a better pension design. Innovative pension design should be used in order to minimize workers’ investment mistakes. This study advocates the use of lifecycle funds and recommends policymakers to promote and support the usage of lifecycle funds in the Thai private pension context.

This qualitative study examined the relationship between organizational systems’ components within the foster care system and the financial independence of former foster youth. The research explored the perspectives of former foster youth to gain insights into the effectiveness of organizational components in promoting financial literacy and advocating for financial independence. The study focused on the foster care system in Ohio. Data collection involved interviewing former foster youth to understand their experiences and gather narratives related to financial independence.The study employed a qualitative methodology to explore the experiences of foster care alumni within the Ohio foster care system. The researcher aimed to understand the participants’ perspectives, meanings, attitudes, and beliefs regarding their time in foster care. The data collection instrument used in this study was a semi-structured interview protocol consisting of 27 researcher-developed open-ended interview questions. The study used convenience and snowball sampling methods to select participants. Data collected involved interviewing 13 voluntary participants that met specific criteria as Ohio foster care alumni. The researcher also collected demographic data through an anonymous online pre-interview survey to supplement the qualitative data.The findings highlighted four significant themes: Support from Organizational Systems’ Components, Learning from Life Experiences, Self-Sufficiency, and Being Debt-Free. These themes underscored the role of foster parents, independent living programs, and social workers in providing financial literacy support. Participants’ life experiences influenced their financial mindset and fostered their self-sufficiency. Some participants expressed the importance of being debt-free as a significant achievement.

The purpose of this quantitative study was to examine teacher perceptions as related to the influence of financial literacy on the psychological well-being of military-connected students in kindergarten through grade twelve. Financial literacy among students serves a vital function in the development of financially literate adults. A lack of financial resources has been linked to depressive symptoms, marital discourse, and suicide. Financial literacy includes the knowledge and skills required to make enlightened and effective decisions with money. The theory guiding this study was Constructivism as formulated by Jean Piaget. Constructivism provides for the incorporation of new information within existing constructs to enhance the educational process. The study utilized a non-probability convenience sampling procedure. The participants for this quantitative study were drawn from a sample of military-connected teachers residing in the United States or connected to United States military bases abroad. An online, self-administered survey was evaluated utilizing an independent samples t-test. There were 107 respondents who completed the survey. Data was collected, analyzed, and chronicled using descriptive statistics. Results indicated that survey participants affirmed the teaching financial literacy was important and likely to positively affect students’ psychological well-being. Future research may incorporate student perceptions on the influence of financial literacy on their psychological well-being. The significance of the study is prodigious as its impact may prompt the development and implementation of an enhanced financial literacy curriculum for elementary, middle, and high school students.

This work is in three chapters. The first chapter investigates the extent to which county-level property tax changes are capitalized into house prices. The literature mainly focuses on specific tax events, but this chapter generalizes the context to large U.S. cities. The main findings suggest that county-level property tax capitalization occurs and varies along the distribution of house prices. The second chapter measures differences in county-aggregated self-assessed valuations of house prices and county- aggregated sale prices to determine whether there are trends in the level of misperceived house value. Factors like age, time of tenure in a house, and house price all matter when analyzing the difference between self-assessed values and sale prices. Further, the empirical work aims to measure differences in salience for tax policies at different governance levels. The third chapter analyzes whether increases in financial-decision making capabilities has an impact on health insurance purchase decisions and other health-related financial decisions. Financial literacy is shown to reduce undesirable outcomes in these dimensions. These chapters focus on decisions that many households face, and housing and health make up large portions of the typical household budget. Adviser: Sam Allgood

Financial literacy awareness is low among young adults, and financial literacy among Black college students is significantly lower than in other groups (Singh, 2018). However, there is little to no research on why financial literacy is so low among young Black men between 18 and 25. Few studies specifically show how financial literacy and decision-making may be related to their family economics and socialization for young Black men. Using Critical Race Theory and Family Financial Socialization theoretical frameworks, this dissertation project examined a sample of seven young self-identified Black men ages 24 to 25 years old in Northern California Bay Area, California area. This qualitative study utilized a measure of standard financial literacy and one-on-one, semi-structured interviews and focused on the participants' experiences and perceptions of their financial education. All reported employment (either part or full-time), single status, none had children, most lived with their parents, and all were high school graduates, with some having college degrees or matriculated. Most respondents agreed that they carefully considered their purchases, but also mostly agreed that they lived for today, were ready to risk some of their own money for investment and agreed that they had set long-term financial goals. The study found that young black men’s families strongly influenced their adult financial behavior, attitudes, and thoughts. Most participants discussed saving, investing, and retirement planning but were not knowledgeable about savings accounts and invested in cryptocurrency or focused on short-term gains in the stock market. Respondents scored a median score of 2 on a three-item measure of standard financial literacy topics: compound interest and inflation; understanding of financial numeracy skills; risk diversification, and showed they had fair to low levels of financial literacy (Lusardi, 2008). Participants discussed investing their money, mainly in the context of cryptocurrency and social media, with a couple discussing investing for retirement through their employer’s 401k plans. In addition, participants discussed experiences of discrimination and racism, highlighting the ongoing problem of racism in the financial system that affected this sample of young Black men. In their personal lives, a few participants actively incorporated some elements of financial literacy, including saving money and investing in property, usually with the encouragement and aid of family members, mothers, or grandparents. Overall, participants were eager to learn more about sophisticated financial products, like cryptocurrency, but lacked the fundamental knowledge of finances and financial systems, including savings and compounding interest. The participants' narratives in this study showed that young Black men’s financial literacy requires intervention at the community and family levels to improve. The findings from this study suggest that young Black men could benefit from early education around financial literacy and skills, given that their families may not have the knowledge and skills to provide for them.

The retirement saving decisions of young adults are important because of the widely recommended best practice to begin saving for retirement early in adulthood. This study investigated how young adults make retirement saving decisions through qualitative analysis of the decision-making process using Grounded Theory methodology. Twenty-five young adults between the ages of 18 and 35 who are currently saving for retirement were interviewed about their experience. Each interview addressed seven topics concerning life-stage transitions, time preferences, incomplete information, budget constraints, compound investing, financial literacy, and future expectations. Research analysis of data saturation revealed eight propositions about factors that influence how young adults decide to save for retirement. From these propositions, the researcher developed a theoretical model that integrated concepts into an illustrative framework of the decision-making process.