This chapter presents an ecological model that highlights the importance of considering multiple contextual influences on behavior as well as other factors that may impact learning when designing research and practice aimed at enhancing financial capability.

Exploring the pedagogical approaches of four women's financial literacy education programs, this chapter provides an overview of trends and needs in financial education for women and offers pedagogical strategies for teaching women about finance.

This chapter considers how the phenomenon of financial exclusion affects adult learning in the area of financial literacy.

This chapter focuses on the importance of approaching economic education pedagogy as a whole-family learning process, especially in high immigrant and culturally diverse neighborhoods.

This chapter discusses shifts in hiring and benefits that changed the employment landscape, offering a historical look at workplace financial education, and arguing that educating employees to adjust to new financial realities is a win-win for employers and employees.

This chapter addresses financial education across the lifespan, which has the potential to enhance adult financial capability, yet methodological barriers and a lack of robust measures have hampered the ability to identify and measure the effects of educational programs on financial decisions and behavior.

This chapter critically examines financial literacy education, asking what its assumptions are and what adult educators need to ask of its curriculum, its bases, and the people being taught to be financially literate.

This chapter provides an overview of theories of the transition to young adulthood. It sets out the argument for conceptual renewal and discusses some implications of new patterns of transition for adult education.

This chapter discusses the influence of cultural identity and social conditions on the transition to adulthood in a stratified, multicultural context.

This chapter focuses on vulnerable youth, the challenges they face during their transitions to adulthood, and the adverse effects of limited support systems on those transitions. The authors offer recommendations on how adult educators can help facilitate smooth transitions into adulthood for vulnerable youth.

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators.

This chapter considers how transitions to adulthood have been historically represented and presents alternative ways of thinking about transitions to adulthood through the context of adult basic education programs.

This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

In this final chapter, we highlight recurring themes from the preceding chapters and discuss the potential impact these themes have on program planning and instructional practice in adult education.

This chapter situates healthcare as a concern for the field of adult education through a critique of disparities in access to healthcare, quality of care received, and caregiver services for racial, ethnic, and sexual minorities.