Open Journals at the University of Georgia Libraries
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Using Bafa Bafa to help pre-service teachers experience microaggressions in the classroom
No full textImplementing an equity agenda in the classroom is both necessary and challenging for classes containing pre-service teachers. For this intervention, we chose to begin our History of Mathematics course for pre-service middle school teachers with a cultural simulation training exercise: Bafa Bafa. After participating in the exercise, pre-service teachers were asked to write a reflection paper and were later interviewed about their experiences in the course. Although participants found Bafa Bafa an uncomfortable experience, it was not an unsafe one, and the pre-service teachers agreed that this exercise helped them better understand, articulate, and notice experiences with microaggressions
Financial teaching by parents and financial education at school or workplace: Evidence from Japan
No full textThis study investigates the differential roles of financial socialization within the family versus fi- nancial education at school or the workplace, using data from a representative sample of 25,000 Japanese individuals. The results indicate that different platforms may play different roles. While the adults’ short-term financial behaviors, which involve regular feedback and immediate consequences for deviation, are primarily related to their parent’s financial advising in childhood, long-term finan- cial behaviors, which require complex planning and decision-making, are primarily related to finan- cial education received at school or the workplace. The results also suggest the benefits of accumulating financial experiences and education in different stages
Financial Satisfaction: The Role of Shared Financial Responsibilities and Shared Financial Values Among Couples
No full textManaging shared finances is an important aspect of a romantic relationship, and satisfaction with one’s financial situation depends on a complex host of issues, including decision-making dynamics and resource sharing. This paper provides insight into this relationship by reporting the results from a study designed to provide evidence of an association between couple’s shared financial decision-making behavior and their financial satisfaction. Using a sample of 602 individuals in a committed romantic relationship, this project evaluated how couples’ division of financial responsibilities and agreement on spending and saving behavior affected their perceived financial satisfaction. Results of the analysis indicated that the way household finances were shared was associated with perceptions of financial satisfaction. Specifically, those who reported combining their finances with their partner were more financially satisfied. Couples who reported higher levels of agreement on spending were more likely to be satisfied with their current financial situation. Finally, couples with higher levels of agreement on saving were more satisfied financially
Financial literacy during a pandemic: Does modality matter?
No full textWe compare the performance of financial literacy programs launched by the CFA Society Pittsburgh in residential settings (2017–2019) with virtual/hybrid programs during the COVID-19 pandemic (2020-2021). Pretest baseline knowledge assessment shows that female students scored lower on subjective and objective financial knowledge questions and self-esteem. However, the global pandemic did not impact the effectiveness of programs based on modality. Students experienced a statistically significant improvement in all four assessment areas of financial literacy. The largest gains in subjective and financial knowledge center on retirement planning. Objective knowl- edge and self-esteem improvements occur most in credit and inflation. Female students experience more significant gains in subjective knowledge, objective knowledge, and self-esteem