Influences on Financial Knowledge and Behavior

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With the abundance of quality personal financial education programs available for high school students and the increase in the number of states implementing personal financial course requirements, it is surprising to see financial literacy skills of high school students not increasing to a level that would indicate a passing grade (70%). More surprising is the disparity between white students and ethnic groups, specifically Native American students. The purpose of this study was to identify the relationship between culture, socioeconomic status, and community infrastructure to financial knowledge and behavior to understand factors influencing the development of financial literacy skills for Native American students. Results of this study found a significant relationship between culture, family socioeconomic status and community infrastructure and financial knowledge for native students. A weak relationship was found between financial behavior and independent variables. Findings support a recommendation to develop financial education curriculum which incorporates collaboration with families and community stakeholders to provide educational opportunities that include prior knowledge level, personal experiences, consideration of socio-economic level of the family and future plans after high school to increase financial literacy skills for Native American high school students.

Publication Title

Journal of Consumer Education





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