Version 1
: Received: 1 November 2024 / Approved: 4 November 2024 / Online: 5 November 2024 (07:17:42 CET)
How to cite:
Park, C. M.; Howard, K. A. S.; Solberg, V. S. H. Knowledge to Sustainable Practice: A Longitudinal Study of Young Women’s Financial Literacy Journey. Preprints2024, 2024110218. https://doi.org/10.20944/preprints202411.0218.v1
Park, C. M.; Howard, K. A. S.; Solberg, V. S. H. Knowledge to Sustainable Practice: A Longitudinal Study of Young Women’s Financial Literacy Journey. Preprints 2024, 2024110218. https://doi.org/10.20944/preprints202411.0218.v1
Park, C. M.; Howard, K. A. S.; Solberg, V. S. H. Knowledge to Sustainable Practice: A Longitudinal Study of Young Women’s Financial Literacy Journey. Preprints2024, 2024110218. https://doi.org/10.20944/preprints202411.0218.v1
APA Style
Park, C. M., Howard, K. A. S., & Solberg, V. S. H. (2024). Knowledge to Sustainable Practice: A Longitudinal Study of Young Women’s Financial Literacy Journey. Preprints. https://doi.org/10.20944/preprints202411.0218.v1
Chicago/Turabian Style
Park, C. M., Kimberly A. S. Howard and V. Scott H. Solberg. 2024 "Knowledge to Sustainable Practice: A Longitudinal Study of Young Women’s Financial Literacy Journey" Preprints. https://doi.org/10.20944/preprints202411.0218.v1
Abstract
This longitudinal qualitative study examines the impact of the Invest in Girls (IIG) financial literacy program on young women's financial knowledge, behavior, and skills, with implications for their long-term economic sustainability. Using data from 98 interviews conducted over four years with program alumnae, the study reveals a progression in financial literacy skills as participants transition from high school through college. Key findings include the evolving importance of budgeting skills, a progression from basic financial concepts to complex real-world applications, and a persistent desire for enhanced tax education. The study highlights the importance of adapting financial literacy programs to meet the evolving needs of young women. These insights contribute to our understanding of how targeted financial education can better prepare young women for long-term economic sustainability in an increasingly complex financial landscape, potentially addressing broader issues of gender inequality in finance.
Keywords
financial literacy; longitudinal study; budgeting; young women; economic sustainability
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
