Financial Literacy: Building Economic Empowerment with Survivors of Violence

The purpose of this paper is to outline key constructs including financial literacy, economic self-efficacy, economic self-sufficiency, and economic empowerment, and then present findings from an exploratory study that sought to understand the relationship among these variables in a sample of abused women. The results revealed positive and significant relationships between financial literacy with economic empowerment, economic self-efficacy and economic-self sufficiency. Results also indicated that financial literacy, race, and economic self-sufficiency were significant predictors of economic empowerment. By focusing this research on abused women, it is our intention to raise awareness about the importance of financial literacy curricula with advocates, policy-makers and researchers, so more focus can be given to economically empowering IPV survivors.     

The Financial Literacy of Social Work Students

The financial literacy of social work students has become the focus of curriculum development and research, but no study to date has attempted to assess the financial knowledge possessed by social work students. This study addressed that gap by assessing the level of objective financial knowledge reported by social work student respondents (N?=?1,506) to an Internet-based survey. Results indicated that the majority of social work student respondents scored more than 70% correct on a 48-item measure of financial literacy. Multiple regression analysis explained 33.7% of the variance and suggested that the dominant pathway to acquiring objective financial knowledge is through personal experience. Accordingly, financial education programs for social work students may be most appropriate for traditional undergraduates.     

Financial literacy education: An opportunity for colleges and sociology

Financial literacy represents the knowledge necessary to manage one's financial affairs in a way that contributes to overall wellbeing, yet financial literacy and financial education are understudied in sociology. While emerging adults have low rates of financial literacy overall, this article focuses on college students due to increasing college access and student loan debt. Based on the limited literature that assesses college financial literacy education, it appears that these types of programs may serve to advance college students' financial knowledge. Additional mechanisms that serve to develop college students' financial literacy include parent socialization, banking experience, and high school financial education programs. However, not everyone has the same access to these resources. Thus, given the magnitude of the US student debt crisis and persistent economic inequalities, college financial literacy education may prove beneficial for all students, particularly those from economically vulnerable backgrounds. This article serves as an invitation to sociologists to consider financial literacy education as both a worthwhile pursuit in application and as a research topic.     

Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers’ and teacher educators’ beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision making. No teacher educators reported ever teaching financial literacy in their higher education roles. Only 13% of teacher educators and 25% of preservice teachers thought that it was very important to teach financial literacy in elementary education. Most teacher education faculty and preservice teachers reported that they were not well qualified to use state economics standards or the JumpStart standards for financial literacy. Preservice teachers were more confident in meeting financial literacy standards than teacher educators. Both preservice teachers and teacher educators expressed openness to collaborating with other faculty members, members of the financial service industry, and parents to teach financial literacy. Follow-up phone interviews affirmed that elementary preservice teachers and teacher educators value social studies education (and financial literacy) less than reading and mathematics education. Qualitative results also suggest that elementary preservice teachers and teacher educators would like more easily accessible resources for teaching financial literacy.     

Partner Violence in Transgender Communities: What Helping Professionals Need to Know

ABSTRACT

In recent decades, there has been an increase in scholarly attention devoted to the study of intimate partner violence (IPV) within rainbow communities. While a growing body of scholarship now informs our understanding of the experiences of gay, lesbian, and bisexual men and women with IPV, comparatively less is known about IPV within transgender communities. Drawing on the published literature on transgender intimate relationships, this article seeks to provide practitioners with a foundational understanding of IPV in the lives of transgender people. Specifically, we will examine (a) methodological, political, and social barriers to the creation of knowledge about transgender IPV; (b) the familial and relationship contexts of IPV within transgender communities; (c) the prevalence of IPV experienced by transgender survivors; (d) the dynamics of IPV perpetrated against and/or by transgender persons; (e) the problematic use of the “trans panic” defense by perpetrators of IPV in legal contexts; and (f) recommendations for supporting transgender survivors of IPV in ways that are trans-inclusive and trans-positive.     

“There Was No Money Left to Save”: Financial Literacy and the Lives of Low-Income People

Despite the popularity of financial literacy programs intended to benefit low-income families, little research explores how families experience and interpret their own participation in these programs. In-depth interviews with participants in one such program revealed participants’ complex analyses of financial literacy and their own poverty. Their analyses simultaneously affirm and challenge hegemonic ideologies and neoliberal practices and, as such, provide an opportunity for social workers to respond in ways that address not only the immediate financial needs of low-income families but also the structures and ideologies that contribute to those needs.     

“It's a gap in awareness”: Exploring service provision for LGBTQ2S survivors of intimate partner violence in Ontario,Canada

ABSTRACT

Intimate partner violence (IPV) is a prevalent issue in all relationship configurations, including lesbian, gay, bisexual, transgender, queer, and two-spirit (LGBTQ2S) relationships. While the experiences of LGBTQ2S IPV survivors are understood, there are issues, needs, and challenges associated with service provision for them. Semi-structured interviews were conducted with a sample (N = 10) of professionals (e.g., counselors, shelter managers, program directors) affiliated with organizations that provide services for IPV survivors in Ontario, Canada. Participants answered questions pertaining to the inclusion of LGBTQ2S IPV survivors into their existing services, and what service provision should look like. Data was analyzed using a thematic analysis to uncover themes that reflected participants' responses. The data was organized into recommendations for service provision at three different levels: direct service provision, organizational transformation, and underlying principles and values. Findings reveal suggestions for service providers to consider modifying their current organizations, to adequately include LGBTQ2S IPV survivors.     

The significance of financial self-efficacy in explaining women’s personal finance behaviour

Much policy attention has been placed on enhancing individuals’ financial knowledge and literacy, chiefly through financial education programs. However, managing one’s personal finances takes more than financial knowledge and literacy: an individual also needs a sense of self-assuredness, or ‘self-belief’, in their own capabilities. This personal attribute is known within the psychology literature as ‘self-efficacy’. This paper examines the significance of an individual’s financial self-efficacy in explaining their personal finance behaviour, through the application of a psychometric instrument. Using a 2013 survey of Australian women, financial self-efficacy emerges as one of the strongest predictors of the type and number of financial products that a woman holds. Specifically, our analysis reveals that women with higher financial self-efficacy – that is, with greater self-assuredness in their financial management capacities – are more likely to hold investment and savings products, and less likely to hold debt-related products. Even alongside other important factors – such as education, financial risk preferences, age and household income – the explanatory power of financial self-efficacy is found to be significant at the 1% critical level. Moreover, the significance of financial self-efficacy is independently identified from that of financial literacy factors, which bears important implications for the development of policies aiming to improve financial outcomes.     

Twenty-first century learning after school: the case of Junior Achievement Worldwide

Efforts to increase after-school programming indicate the nation's concern about how youth are engaged during out-of-school time. There are clear benefits to extending the learning that goes on during the school day. Research from the U.S. Departments of Education and Justice shows that after-school participants do better in school and have stronger expectations for the future than youth who are not occupied after school. And the need is evident: 14.3 million students return to an empty house after school, yet only 6.5 million children are currently enrolled in after-school programs. If an after-school program were available, parents of 15.3 million would enroll their child. JA Worldwide began in 1919 and has been rooted in the afterschool arena from its origins. Its after-school programs teach students about the free enterprise system through curriculum focusing on business, citizenship, economics, entrepreneurship, ethics and character, financial literacy, and career development. At the same time, JA Worldwide incorporates hands-on learning and engagement with adults as role models, both key elements to a successful after-school program. Now focused on developing curriculum emphasizing skills needed for the twenty-first century, JA adopted the key elements laid out for after-school programs by the Partnership for 21st Century Skills. To ensure that the next generation of students enters the workforce prepared, America's education system must provide the required knowledge, skills, and attitudes. Programs such as JA Worldwide serve as models of how to provide the twenty-first century skills that all students need to succeed.     

PTSD symptoms among men and women survivors of intimate partner violence: the role of risk and protective factors

The purpose of this cross-sectional analysis of the National Violence Against Women Survey was to characterize current symptoms of posttraumatic stress disorder (PTSD) among 185 men and 369 women survivors of intimate partner violence (IPV). In this subsample, 24% of women and 20% of men had current moderate-to-severe PTSD symptoms. PTSD scores were higher for women than men. Protective factors that appear to increase resiliency of survivors were higher education and income, being currently married, and reporting that IPV had stopped. Higher physical or psychological IPV scores, current depressive symptoms, and the survivor having left the relationship at least once were associated with risk of moderate-to-severe symptoms of PTSD. Protective factors may be used to boost resiliency of IPV survivors and reduce PTSD symptoms.     

Serving queer survivors of intimate partner violence through diversity,inclusion, and social justice

Queer individuals are at a heightened vulnerability to experience intimate partner violence (IPV). However, social supports for IPV survivors are often designed for cisgender and heterosexual individuals. Guided by a queer theoretical lens, this study uses interview data from seven service providers purposefully sampled through queer-serving organizations to explore how professionals can better serve queer survivors. A phenomenological analysis of the data suggests the use of three broad practice approaches: diversity, inclusion, and social justice. First, practitioners and staff discussed how they incorporated diversity by representing their clients’ backgrounds and histories. Second, they described inclusion through creating affirming spaces that recognize the unique needs of queer survivors. Last, they offered strategies related to social justice, such as implementing anti-oppressive frameworks, empowering clients beyond service provision, and being/creating advocates for social change. Together, these approaches and related strategies suggest ways to provide responsive practice for queer IPV survivors.     

The Socio-Economic Empowerment Assessment: Addressing Poverty and Economic Distress in Clients

In this paper, we introduce the Socio-Economic Empowerment Assessment (SEEA), a qualitative assessment that uses an ecological framework to better understand the psychological impact of poverty and financial insecurity. The assessment is designed as a practice tool and can be administered in a number of clinical settings, including agencies most likely to serve low-income populations. It can also be included as part of financial literacy or management sessions that social work agencies may offer. This paper explores how SEEA can be used to help develop specific and appropriate interventions that move low-income people and others toward economic empowerment. We examine the literature on financial literacy programs and theories on behavior regulation and social relationships related to consumption. A case study using an integrative assessment approach is included as an example of SEEA implementation.     

A community initiative to support family financial well-being

Many community initiatives focus on workforce participation. Research indicates that affordable childcare is key to maintaining employment for low-income parents in the USA. These parents may also benefit from instruction to build financial literacy skills. The United Way of Tampa Bay, Florida, USA implemented a program to support family economic status that linked summer childcare for school-age children with financial literacy classes. Results from the evaluation of the initiative indicate that it enabled parents to participate more fully in work or school than would have been possible otherwise. Parents welcomed choices of free, innovative childcare programs that promoted social, academic, and cultural skills and provided safe care for their children. Parents reported that their money management knowledge and skills improved due to the course they took to qualify for childcare. Initiatives such as this show promise for promoting family financial well-being and an engaged workforce.     

A Qualitative Analysis of Requests for Financial Help via GoFundMe by Victims of Intimate Partner Violence

Abstract

Research suggests that a lack of financial resources contributes to victims of intimate partner violence (IPV) both remaining in and returning to abusive intimate relationships. Requesting financial assistance via crowdfunding has emerged as a new alternative for victims of IPV to access financial assistance. Therefore, our study explores how victims of IPV frame requests for financial assistance via the crowdfunding website GoFundMe.com. We qualitatively analyze a sample of 27 women’s requests. We find that victims of IPV may internalize the stigma of seeking assistance and therefore actively work to redefine their character in a positive manner. We also discover that victims’ requests speak to guidelines reflected in aid-based organizations and to judgments they anticipate facing when requesting help from informal social ties. Our findings suggest that seeking financial assistance through crowd funding may reflect similar challenges of accessing help through more traditional avenues.     

SASA! Together: An evolution of the SASA! approach to prevent violence against women

One in three women globally will experience intimate partner violence (IPV) with devastating consequences for individual survivors, their families and communities. While prevalence remains high, violence against women is not inevitable and community mobilization approaches have emerged as particularly promising for transforming the gender inequitable norms and practices that underlie violence. The SASA! Activist Kit to Prevent Violence Against Women (SASA!), developed by Raising Voices in 2008, provides a theory-based approach for mobilizing communities to transform power imbalances between women and men through critical discussion and positive action. In this article, we provide the rational for revising SASA! after ten years of program learning and formal research. We aim to contribute to the knowledge base around what works to prevent IPV by describing the core enhancements in the revised version--called SASA! Together—and linking these changes to Raising Voices’ program learning and broader advancements in the field. In addition, we reflect on how current debates—such as how best to “scale up” violence prevention programs—were considered and resolved in SASA! Together. The paper concludes by sharing lessons learned that may provide guidance for future revisions development and revisions of evidenced-based programs.     

Childhood roots of financial literacy

Financial literacy predicts informed financial decisions, but what explains financial literacy? We use the concept of financial socialization and aim to represent three major agents of financial socialization: family, school and work. Thus we compile twelve relevant childhood characteristics in a new survey study and examine their relation to financial literacy, while controlling for established socio-demographic characteristics. We find in a mediation analysis that both family and school positively affect the financial literacy of adults. Moreover, financial literacy and school related variables also have a direct effect on financial behavior. This suggests that family factors and schooling work through complementary channels.     

Letters to the Editor

ABSTRACT

To prepare students to work competently with financially at-risk individuals, families, and communities, social work schools need to bring economic literacy skills into the curriculum. This article describes an ambitious financial capability education initiative in New York City. It reports on a unique collaborative effort to develop, use, and evaluate online financial capability education among seven schools. Additionally, readiness and capacity for scaling up with upstate schools are explored, as their innovations in economic capacity building with special populations are cited.     

Curriculum Reform,with Particular Reference to Primary Literacy,in Contemporary English and Norwegian Official Documents

This paper explores similarities and differences in recent curriculum reform in England and Norway, focusing particularly on literacy. The main database consists of the official curriculum policy texts produced in both countries. Literacy is the major focus of the paper and a critical account is offered of current literacy policy in both countries by comparing the perspectives, values, and assumptions built into official texts. The paper begins by explaining and comparing the format of the reformed curricula in England and Norway, and by pointing to the impetus for change in both cases. It then goes on to analyse the various conceptions of literacy underpinning official literacy curriculum with reference to functional literacy, cultural literacy and critical literacy. It demonstrates how curriculum policy, and, more specifically, literacy policy is used as a vehicle for social control and reproduction and it concludes that differences in the nature of official policy in both countries can be explained with reference to the origin and impetus for change in the first place, and the extent to which the voice of the education establishment was heeded or silenced.

     

Addressing intimate partner violence in primary care: lessons from chronic illness management

Though many studies have documented the high prevalence, morbidity, mortality and costs attributable to intimate partner violence (IPV), it is still unclear how our health care system should address this major public health problem. Many have advocated for routine screening, yet there is still insufficient evidence that routine IPV screening can lead to improved outcomes. Though recognition of IPV is very important, a screening paradigm may not be the optimal way to approach IPV within the health care system. For many patients, exposure to violence is a chronic condition, characterized by long-term abusive relationships, histories of childhood and community violence, multiple associated chronic symptoms, and extra barriers to addressing their other chronic illnesses. Thus, there may be important lessons to be learned from work being done in the area of chronic care. We explore how Wagner's Chronic Care model may guide efforts to improve health care for IPV survivors and may serve as a framework for future research studies.