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ERIC Number: EJ1014998
Record Type: Journal
Publication Date: 2013-Aug
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0741-7136
Educating for Financial Literacy: A Case Study with a Sociocultural Lens
Sprow Forte, Karin
Adult Education Quarterly: A Journal of Research and Theory, v63 n3 p215-235 Aug 2013
This study explored the teaching and learning in an adult financial literacy education program aimed specifically at Latina single mothers to understand the influence of sociocultural factors in this setting. Informed by critical and Latina feminist sociocultural adult learning perspectives and the transtheoretical model of behavior change, special interest was paid to the pedagogical approaches and the role that ethnicity, gender, and the Latino culture played in the teaching and learning process. Data from educator and learner interviews, class observations, and document analysis revealed three main insights: (a) the program uses a holistic approach to financial education, emphasizing community leadership and creating a cultural community of support for the learners; (b) the pedagogy emphasizes both content and process, emphasizing learner needs to create this supportive community and deliver the financial content; and (c) the promotion of financial behavior change motivates learners to make changes.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A