NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872274
Record Type: Journal
Publication Date: 2009-Jun
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0146-3934
First-Generation Female College Students' Financial Literacy: Real and Perceived Barriers to Degree Completion
Eitel, Susan J.; Martin, Jennifer
College Student Journal, v43 n2 p616-630 Jun 2009
First-generation female college students (FGFCS) make up a large portion of the diversity in higher education. Unfortunately "access" to education does not translate to success. Persistence and degree completion for these students is often undermined by seemingly insurmountable obstacles. The purposes of this study were to identify the financial literacy needs of FGFCS and determine how they relate to persistence and degree completion. Participants were 204 FGFCS from one university. Quantitative analysis was used to explore financial literacy using the 2006 Jump$tart survey, and qualitative analysis uncovered perceived financial literacy needs. The participants were not financially literate; and, although they had considerable perceived needs relating to financial literacy, those needs did not result in information-seeking behavior. Age, ethnicity, and student classification were predictors of higher financial literacy. The study supports a need for financial literacy education as an integrated component of higher education, as well as a need for professional personal financial planners to ensure future financial stability and success for those who graduate and those who do not. In addition, a comprehensive exploration of the gaps in financial literacy between White students and students of color demands immediate action. (Contains 1 table.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A