Volume 5, Issue 1 (MARCH ISSUE 2024)                   johepal 2024, 5(1): 146-158 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Phillips T J. (2024). Values and Value: Culturally Responsive Financial Literacy Programming in Higher Education. johepal. 5(1), 146-158. doi:10.61186/johepal.5.1.146
URL: http://johepal.com/article-1-631-en.html
Abstract:   (215 Views)
U.S. Higher education institutions (HEIs) developed financial literacy programs (FLPs) in response to the 2008 recession which was characterized, in part, by the poor and uninformed financial decision-making of Americans. A previous study that examined the existence, content, delivery modality and value of FLPs offered at U.S. HEIs, found that such programs are relatively prevalent, highly valued, and vary in content and modality. This qualitative study builds on the previous work by acknowledging the ways that cultural identity influences financial attitudes, behaviors, and decisions. The author further examined ways that some of the same FLPs tailor content and delivery modalities to be culturally responsive to the unique needs, perspectives, and experiences of the increasingly diverse students that they serve. To answer the research question of what ways FLPs are responsive to the students’ cultural identities, the author interviewed 9 program managers asking how their program content and delivery modalities were adjusted according to students’ cultural perspectives. Findings emphasize the need for cross-campus collaborations between FLPs and cultural centers in designing and delivering programs, intentional content and modality tailoring according to the cultural perspectives of students, and personal reflection strategies employed by program managers toward identifying limitations in their own cultural perspectives and biases when designing and delivering their programs.
Full-Text [PDF 1467 kb]   (38 Downloads)    
Type of Study: Research | Subject: Special
Received: 2023/12/12 | Accepted: 2024/03/9 | Published: 2024/03/31

1. Al-Bahrani, A., Weathers, J., & Patel, D. (2019). Racial differences in the returns to financial literacy education. The Journal of Consumer Affairs, 53(2), 572-599. [DOI]
2. Bennet, A. (2005). Culture and Everyday Life. SAGE Publications, Inc.
3. Bradley, S. L. (2021). Financial literacy education: An opportunity for colleges and sociology. Sociology Compass, 15(10), 1-12. [DOI]
4. Brown, M., Henchoz, C., & Spycher, T. (2018). Culture and financial literacy: Evidence from a within-country language border. Journal of Economic Behavior & Organization, 150 (June 2018), 62-85. [DOI]
5. Crandall, R. E., Zagorsky, J. L., Rockenbach, A. N., & Mayhew, M. J. (2021). First-year LGBTQ+ students in higher education: Who are they and where do they enroll? Journal of College Student Development, 62(4), 499-504. [DOI]
6. De Beckker, K., De Witte, K., & Van Campenhout, G. (2020). The role of national culture in financial literacy: Cross-country evidence. The Journal of Consumer Affairs, 54(3), 912-930. [DOI]
7. Education Data Initiative. (2021). College enrollment & student demographic statistics. Education Data. [Article]
8. Financial Literacy Improvement Act, 20 U.S.C § 2671 (2008). [Article]
9. Gardner III, R., Lopes Rizzi, G., & Council III, M. (2014). Improving educational outcomes for minority males in schools. Interdisciplinary Journal of Teaching and Learning, 4(2), 81-94. [Article]
10. Gawe, N. D. (2018). Demographics and the Demand for Higher Education. Johns Hopkins University Press.
11. Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421-443. [DOI]
12. Harnisch, T. L. (2010). Boosting financial literacy in America: A role for state colleges and universities. Perspectives. [Article]
13. Hayes, D. (2012, May 15). Higher education and financial literacy – A new paradigm. Diverse: Issues in Higher Education. [Article]
14. Hernandez, M., & Gibb, J. K. (2020). Culture, behavior and health. Evolution, Medicine, & Public Health, 2020(1), 12-13. [DOI]
15. Herrick, S. J., Lu, W., & Bullock, D. (2022). Postsecondary students with disabilities: Predictors of adaptation to college. Journal of College Student Retention: Research, Theory & Practice, 24(2), 603-624. [DOI]
16. Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Brashaw, C. P., & Leaf, P. J. (2009). Double-check: A framework of cultural responsiveness applied to classroom behavior. Teaching Exceptional Children Plus, 6(2), Article 5. [Article]
17. Howard-Hamilton, M. F. (2000). Creating a culturally responsive learning environment for African American students. New Directions for Teaching & Learning, 2000(82), 45-53. [DOI]
18. Kao, G., & Thompson, J. S. (2003). Racial and ethnic stratification in educational achievement and attainment. Annual Review of Sociology, 29(2003), 417-442. [DOI]
19. Ladson‐Billings, G. (1995) But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, (34)3, 159-165. [DOI]
20. Lin, A. C. (1998). Bridging positivist and interpretivist approaches to qualitative methods. Policy Studies Journal, 26(1), 162-180. [DOI]
21. Lusardi, A. (2019). Financial literacy and the need for financial education: Evidence and implications. Swiss Journal of Economics and Statistics, 155, 1. [DOI]
22. Moreland-Capuai, A. (2019). Cultural responsivity. In Training for Change: Transforming Systems to Be Trauma-Informed, Culturally Responsive, and Neuroscientifically Focused (pp. 33-58). Springer. [DOI]
23. Muñiz, J. (2019) Culturally responsive teaching: A 50-state survey of teaching standards. New America. [Article]
24. Museus, S. D., Yi, V., & Saelua, N. (2018). How culturally engaging campus environments influence sense of belonging in college: An examination of differences between White students and students of color. Journal of Diversity in Higher Education, 11(4), 467-483. [DOI]
25. National Academies of Sciences, Engineering, and Medicine. (2018). Context and culture. In How People Learn II: Learners, Contexts, and Cultures (pp. 21-34). The National Academies Press. [Article]
26. Peters, H. C., Luke, M., Bernard, J., & Trepal, H. (2020). Socially just and culturally responsive leadership within counseling and counseling psychology: A grounded theory investigation. The Counseling Psychologist, 48(7), 953-985. [DOI]
27. Phillips, T., & Kiracofe, C. (2023). Financial literacy programming in higher education: What’s there and what’s missing. Journal of Student Affairs Research and Practice, 60(5), 702-715. [DOI]
28. Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing diversity in schools: Culturally responsive pedagogy. TEACHING Exceptional Children, 39(3), 64-68. [DOI]
29. Serrano, U. (2022). ‘Finding home’: Campus racial microclimates and academic homeplaces at a Hispanic-serving institution. Race Ethnicity and Education, 25(6), 815-834. [DOI]
30. Tinto, V. (1994). Leaving College. Rethinking the Causes and Cures of Student Attrition (2nd ed.). The University of Chicago Press.
31. Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8(1), 1-19. [DOI]
32. Yates, J. F., & de Oliveira, S. (2016). Culture and decision making. Organizational Behavior and Human Decision Process, 136, 106-118. [DOI]

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Journal of Higher Education Policy And Leadership Studies

Designed & Developed by : Yektaweb