Adopting a financial capability and asset-building curriculum at historically Black colleges and universities |
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| Authors: | Michael Rochelle Margaret Sherraden Melody Brackett Michael Wright Tina Jordan |
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| Institution: | 1. School of Social Work, Washington University in St. Louis, St. Louis, Missouri, USA;2. School of Social Work, University of Missouri-St. Louis, St. Louis, Missouri, USA;3. Department of Social Work, Elizabeth City State University, Elizabeth City, North Carolina, USA;4. Department of Social Work, Tennessee State University, Nashville, Tennessee, USA;5. Department of Social Work, Bowie State University, Bowie, Maryland, USA |
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| Abstract: | ABSTRACTSocial workers currently engage in financial capability practice with low-income and financially vulnerable individuals and families in diverse practice settings, but typically lack professional preparation for this work. In response, several schools of social work have begun adopting financial capability curricula. Using an in-depth interview methodology, this study examines the adoption of a curriculum in financial capability and asset building (FCAB) from the perspectives of faculty and administrators (N = 19) at four historically Black colleges and universities (HBCUs). Findings show that key reasons for curriculum adoption are prior working relationships and trust, relevance of FCAB content to student and community needs, and alignment with program, institutional, and professional goals. Using the diffusion of innovation theory to understand curriculum adoption in HBCUs suggests that perhaps trust and relationship building are particularly important in the case of minority serving institutions. |
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| Keywords: | Asset building diffusion of innovation theory financial capability innovation–decision process social work curriculum |
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