A nationwide online survey of financial educators in adult community‐based financial education programmes in the US was conducted to examine teaching beliefs, related curriculum and teaching strategies used to reach underserved populations. A transformative learning theoretical framework was used to discover how financial education engages learners in relation to their own lives. Survey findings indicate in community‐based settings financial educators are largely White, female, college educated and with multiple years of experience; believe their role is to provide expert information to help learners make informed financial choices; and often adapt published materials to reflect the life circumstances of learners. Learners are more racially diverse than educators, most having attended high school, who identify their own financial need to attend the programmes. Programmes do not often target specific groups, are frequently free and can take place in a variety of face‐to‐face settings. Implications indicate best practices for financial educators require inclusive, culturally responsive pedagogies.
This chapter introduces the volume and discusses the importance of considering sociocultural factors, such as race, gender, socioeconomic class, language, and age, in the financial education of adults.
The subject of mindfulness these days seems to be everywhere in Western popular culture. It has many benefits, and many have embraced it as a method to reduce stress and improve mental and physical health. While there are numerous ways to describe mindfulness, Kabat-Zinn' s (1994) definition as "paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally" (p. 4) is used in this chapter' s discussion. Kabat-Zinn (1982) is credited with introducing mindfulness meditation to U.S. medicine when he developed the Mindfulness-Based Stress Reduction (MBSR) program; he and his colleagues have successfully used it over the years to help patients suffering from chronic pain.What Kabat-Zinn (1994) began in 1979 continues to evolve into an acceptance and understanding by many researchers in the medical field of the mind-body interaction. Research using MBSR continues to support this mindbody connection by demonstrating associations between mindfulness practice and improvements in patients' health and well-being. Yet, it is important to acknowledge that the discussion of mindfulness in popular culture takes place within a larger media news discourse that tends to foreground the interests of the dominant culture. Our purpose in this chapter is to present mindfulness as a method to help educators and their students, in fields such as adult and public health education, incorporate the goal of health equity in their course facilitation from the perspective of cultural humility in light of this dominant discourse. Hence, we begin by providing a brief overview of the dynamics of the construction of the dominant discourse that creates an ideology, particularly around health care. Second we provide a snapshot of health-care spending and its unequal distribution within the United States. Third, we introduce cultural competence and cultural humility in health care. We end the chapter with implications for practice by explaining the utilization of mindfulness and cultural humility in educational settings far removed from medical encounters.
This study explored the teaching and learning in an adult financial literacy education program aimed specifically at Latina single mothers to understand the influence of sociocultural factors in this setting. Informed by critical and Latina feminist sociocultural adult learning perspectives and the transtheoretical model of behavior change, special interest was paid to the pedagogical approaches and the role that ethnicity, gender, and the Latino culture played in the teaching and learning process. Data from educator and learner interviews, class observations, and document analysis revealed three main insights: (a) the program uses a holistic approach to financial education, emphasizing community leadership and creating a cultural community of support for the learners; (b) the pedagogy emphasizes both content and process, emphasizing learner needs to create this supportive community and deliver the financial content; and (c) the promotion of financial behavior change motivates learners to make changes.
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