Open Journals at the University of Georgia Libraries
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Do women have lower levels of financial literacy, or are they opting out? A look at the non-response gender bias in financial literacy measurement
No full textMen consistently appear to outperform women on standard financial literacy tests. However, could the results be because of inherent gender bias in measurement tools? This study investigates the reasons for women selecting the non-response option in financial literacy questions, including numerical self-efficacy, risk aversion, and confidence. Our analysis finds evidence that women an- swer more questions than men utilizing the non-response option. A sustained lack of confidence with financial information is the primary reason. These results are important for shaping policy and providing resources that close the gap in measurement and ability
Brown Boosts Immunity: A Community-Centric Approach to Project-Based Service-Learning in Higher Education
Get PDFService-learning models serve as noteworthy curriculum paradigms that can help students engage with their communities while continuously learning. This article recounts the implementation of a service-learning model within a student initiative aimed to help combat vaccine hesitancy and promote the uptake of vaccinations within the Rhode Island community. Through a collaborative effort between students, faculty, and the university, the student initiative was able to construct a credit-bearing course to help assess and alleviate vaccine hesitancy within Rhode Island. This article highlights the journey the organization took to develop a service-learning model within the course, the project details, and the impact of their project on the community. A detailed analysis of the service-learning model’s impact on students as well as key takeaways of the project are also highlighted below
How Physical Science Doctoral Students View and Value their Involvement in Educational Outreach in Graduate School
No full textEducational outreach can benefit both the broader community and scientists themselves while fulfilling the service mission of many universities and funding programs. Involvement in educational outreach can benefit doctoral students, via improved teaching and classroom management skills, increased experimental design skills, strengthened sense of identity and belonging in science, and refined science communication skills. However, doctoral students are frequently encouraged to prioritize research over teaching or educational outreach. Understanding the complexities of their perceptions of educational outreach is important for supporting all doctoral students to receive the benefits of participating in this activity. In this study, we interviewed eight physical science doctoral students who participated in an educational outreach program at a medium-sized public research university. Cross-case analysis revealed that participants viewed both benefits and burdens to participating in educational outreach and reported feeling that outreach was less valued by their institution, their community, and, in turn, themselves.
