scholarly journals Empowering Women in Finance through Developing Girls’ Financial Literacy Skills in the United States

2021 ◽  
Vol 11 (12) ◽  
pp. 176
Author(s):  
Chong Myung Park ◽  
Aidan D. Kraus ◽  
Yanling Dai ◽  
Crystal Fantry ◽  
Turner Block ◽  
...  
Keyword(s):  
Financial Literacy ◽  
The United States ◽  
Gender Disparity ◽  
Literacy Skills ◽  
Female Leaders ◽  
Financial Capability ◽  
Future Goals ◽  
High School Girls ◽  
Quasi Experimental ◽  
School Girls

This study examines the effectiveness of a financial literacy program, Invest in Girls (IIG), in promoting financial capability among high school girls. Using a quasi-experimental separate-samples pretest-posttest design and a longitudinal qualitative study, the study aims to assess the program efficacy and investigate the perspectives of the female students on its impact on their knowledge, behavior, and future goals and aspirations. The results indicated that the participants had significantly higher confidence for engaging in financial literacy after the program. The findings from the longitudinal study also suggested that that the program was influencing the students in positive ways, increasing their financial capability and leading them to consider wide occupational pathways available in finance. Given the lack of female leaders in the world of finance, the IIG program aims to address gender disparity in financial knowledge and highlight the importance of building financial literacy skills among girls.

scholarly journals Financial literacy and retirement planning in the United States

2011 ◽  
Vol 10 (4) ◽  
pp. 509-525 ◽  
Author(s):  
ANNAMARIA LUSARDI ◽  
OLIVIA S. MITCHELL
Keyword(s):  
United States ◽  
African Americans ◽  
Old Age ◽  
Young Women ◽  
Financial Literacy ◽  
Retirement Planning ◽  
The United States ◽  
Financial Capability ◽  
Actual Performance ◽  
The Us

AbstractWe examine financial literacy in the US using the new National Financial Capability Study, wherein we demonstrate that financial literacy is particularly low among the young, women, and the less-educated. Moreover, Hispanics and African-Americans score the least well on financial literacy concepts. Interestingly, all groups rate themselves as rather well-informed about financial matters, notwithstanding their actual performance on the key literacy questions. Finally, we show that people who score higher on the financial literacy questions are much more likely to plan for retirement, which is likely to leave them better positioned for old age. Our results will inform those seeking to target financial literacy programmes to those in most need.

scholarly journals MODEL PEMBELAJARAN LITERASI KEUANGAN MELALUI PENDEKATAN PROBLEM BASED LEARNING

Jurnal Akrab ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 80-96
Author(s):  
Lilik - Sulistyowati
Keyword(s):  
Financial Literacy ◽  
Model Development ◽  
Problem Based Learning ◽  
Literacy Learning ◽  
Learning Model ◽  
Literacy Skills ◽  
Teaching Materials ◽  
The Public ◽  
Quasi Experimental ◽  
Financial Transactions

Multi-literacy learning is learning to maintain and improve people's literacy skills. Financial literacy learning model is needed with the Problem Based Learning (PBL)  approach. This model is compiled on the basis of the results of preliminary studies have been conducted shows learning basic literacy who obtained SUKMA, improve in literacy skills of financial sector. The public is expected to be able to understand and carry out financial transactions, not be easily tempted by illegal financial transactions, and to use the money for future needs. This paper was described: The level of validity, level of effectiveness, and result of applications of the financial literacy learning model using PBL approach. The model development method uses a quasi-experimental. The data collection instruments included: (1) questionnaires, (2) tests, (3) interviews, and (4) observations. The results of the analysis are as follows: (1) The financial literacy learning model with the PBL approach in the model trial obtained score of 80.31. Learning guides 77.21, assessment guides 75.59; and teaching materials 78.07; overall the average is 77.80, including the Good or Valid category. (2) The results of effectiveness test of model t count 17.60. Obtained t table with db 49 and confidence level of 95% 2.060 then t count> than t table so that the null hypothesis is rejected. It was found that this model is effective in improving the literacy program. (3) The results of teaching materials 75.90 or good category, application trial for educators 76.98 or good. Trials on students 76.09 or good. Testing the application of the model obtained a mean score of 76.32 or good so that the model can be applied. AbstrakPembelajaran multikeaksaraan merupakan pembelajaran yang dapat memelihara dan meningkatkan kemampuan keberaksaraan masyarakat sehingga diperlukan adanya model pembelajaran literasi keuangan dengan Pendekatan Problem Based Learning (PBL). Model ini disusun atas dasar hasil studi pendahuluan yang telah dilakukan bahwa warga belajar keaksaraan dasar yang telah memperoleh SUKMA dapat meningkatkan kemampuan literasinya dalam bidang keuangan. Masyarakat diharapkan dapat mengerti dan melakukan transaksi keuangan, tidak mudah tergiur oleh transaksi keuangan yang illegal, dan memanfaatkan uangnya untuk kebutuhan mendatang. Untuk  mendeskripsikan: (1) Tingkat validitas model pembelajaran literasi keuangan dengan pendekatan PBL. (2) Tingkat efektivitas model pembelajaran literasi keuangan dengan pendekatan PBL. (3) Hasil penerapan model pembelajaran literasi keuangan dengan pendekatan PBL. Metode pengembangan model menggunakan kuasi eksperimen. Instrumen  pegumpulan data meliputi: (1) kuesioner, (2) tes, (3) wawancara, dan (4) pengamatan. Hasil analisis sebagai berikut: (1) Model pembelajaran literasi keuangan dengan pendekatan PBL dalam uji coba model diperoleh skor 80,31. Panduan pembelajaran 77,21, panduan penilaian 75,59; dan bahan ajar 78,07; secara keseluruhan rerata sebesar 77,80 termasuk kategori Baik atau Valid. (2) Hasil uji efektivitas model t hitung 17,60. Didapatkan t tabel dengan db 49 dan taraf kepercayaan 95% 2,060 maka t hitung > daripada t tabel sehingga hipotesis Nol ditolak.  Didapatkan model tersebut efektif dalam meningkatkan hasil belajar program keaksaraan. (3) Hasil uji coba penerapan bahan ajar 75,90 atau dalam kategori baik, uji coba penerapan untuk pendidik 76,98 atau kategori baik. Uji coba terhadap peserta didik 76,09 atau kategori baik. Uji coba penerapan terhadap model diperoleh rerata skor 76,32 atau kategori baik sehingga model dapat diterapkan.

The Sojourner Experience of Yemeni American High School Students: An Ethnographic Portrait

2001 ◽  
Vol 71 (3) ◽  
pp. 390-416 ◽  
Author(s):  
Loukia Sarroub
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Immigrant Students ◽  
The United States ◽  
Ethnographic Study ◽  
Historical Background ◽  
Public Schooling ◽  
High School Girls ◽  
School Girls

In this article, Loukia Sarroub explores the relationships between Yemeni American high school girls and their land of origin. She also illustrates the tensions that often arise between immigrant students' lives and the goals of U.S. public schooling. Sarroub begins by providing historical background on Yemeni and Arab culture and international migration. Then, drawing upon a larger ethnographic study set in the Detroit, Michigan, area, she presents a case study of one girl's experiences in the contexts of home, school, and community in both the United States and Yemen. Throughout the study, Sarroub makes thematic comparisons to the experiences of five other Yemeni American high school girls. She uses the notion of the "sojourner" to highlight the fact that many Yemenis "remain isolated from various aspects of American life while maintaining ties to their homeland." Sarroub describes the relationships between Yemen and the United States as social and physical "spaces" from which high school girls' networks and identities emerge. She suggests that in this particular Yemeni community, which was fraught with ritual and sanctioned norms, public schooling was both liberating and a sociocultural threat. This duality sometimes led girls to disengage with home and school worlds and to create "imagined" spaces that could bridge their Yemeni and American lives. Sarroub's study provide a larger lens through which to understand the multiple spaces students must negotiate and the sojourner experience of this Yemeni community in the United States. (pp. 390–415)

scholarly journals The Effect of Headgear Use on Concussion Injury Rates in High School Lacrosse

2021 ◽  
Author(s):  
Daniel C. Herman ◽  
Shane V. Caswell ◽  
Patricia M. Kelshaw ◽  
Heather K. Vincent ◽  
Andrew E. Lincoln
Keyword(s):  
High School ◽  
High Schools ◽  
Risk Mitigation ◽  
Injury Rate ◽  
The United States ◽  
List Type ◽  
High School Girls ◽  
New Findings ◽  
School Girls ◽  
Rate Ratios

AbstractObjectivesThe use of headgear is a controversial issue in girls’ lacrosse. We compared concussion rates among high school lacrosse players wearing versus not wearing lacrosse headgear.MethodsStudy participants included a sample of convenience of high schools with girls’ lacrosse from across the United States. Certified athletic trainers reported athlete exposure and injury data via the National Athletic Treatment, Injury and Outcomes Network during the 2019 through 2021 seasons. The Headgear cohort was inclusive of high schools from the state of Florida, which mandate the use of ASTM standard F3137 headgear, while the Non-Headgear cohort was inclusive of the remaining states, none of which have headgear mandates. Incidence Rate Ratios (IRR) and 95% Confidence Intervals (CI) were calculated. IRRs with corresponding CIs that excluded 1.00 were deemed statistically significant.Results141 concussions (Headgear: 25; Non-Headgear: 116) and 357,225 Athlete Exposures (AE) were reported (Headgear: 91,074AE; Non-Headgear: 266,151AE) across all games and practices. Overall, the concussion injury rate per 1000AE was significantly higher in the Non-Headgear cohort (0.44) than the Headgear Cohort (0.27) (IRR=1.59, 95% CI:1.03 - 2.45). The IRR was significantly higher for the Non-Headgear cohort during games (1.74, 95% CI: 1.00, 3.02) but not for practices (1.42, 95% CI: 0.71, 2.83).ConclusionsThese findings indicate that concussion rates among high school girls’ lacrosse players not wearing headgear were 59% higher than those wearing headgear. These data support the use of protective headgear to reduce the risk of concussion among high school female lacrosse athletes.SummaryWhat are the new findingsThe use of lacrosse headgear meeting the ASTM F3137 standard was associated with a lower risk of experiencing a concussion injury among high school girls’ lacrosse players.How might these findings impact clinical practice in the future?Lacrosse headgear may be warranted for use for concussion risk mitigation among high school girls’ lacrosse players.Lacrosse headgear may be considered for concussion risk mitigation at other levels of play such as the youth or collegiate levels; further study is warranted.

Science World, High School Girls, and the Prospect of Scientific Careers, 1957–1963

2006 ◽  
Vol 46 (1) ◽  
pp. 73-99 ◽  
Author(s):  
Sevan G. Terzian
Keyword(s):  
High School ◽  
Gender Gap ◽  
The United States ◽  
School Science ◽  
United States Government ◽  
High School Science ◽  
Betty Friedan ◽  
High School Girls ◽  
School Girls ◽  
Female Scientists

A host of scholars have illuminated the ways in which schools and other institutions have created and then sustained a vast gender gap in the scientific professions. Many of these studies have focused on overt discrimination: deliberate efforts by men to prevent the entry of women into scientific pursuits. Others have identified subtle and culturally mediated processes that have often led girls away from scientific courses and careers. This article examines rhetorically lofty, but qualified, efforts to encourage women's interest in science, and it demonstrates how even these attempts may have contributed to the gender gap in the scientific professions. Specifically, it focuses on the portrayal of women scientists in a high school science magazine,Science World, and analyzes its ambiguous messages to high school girls about the possibility of careers in science. This essay employs ideas about curricular self-selection and the formulation of career aspirations in interpreting the depiction of female scientists in issues from the time of the magazine's founding in 1957 to 1963, the year Betty Friedan publishedThe Feminine Mystiqueand the symbolic dawn of the liberal feminist movement. During these years, the United States government funded numerous educational initiatives in response to the Soviet Union's launching of Sputnik to attract more students to the scientific professions. In addition, professional scientists revised high school curricula in physics and biology to foster public rationality, critical thinking, and greater appreciation of scientific inquiry. The late postwar era also marked the beginning of greater female participation in the sciences.

Double Loop Poblem Solving Learning Models on The Students' Mathematical Literacy Skills

2019 ◽  
Vol 8 (1) ◽  
pp. 47
Author(s):  
Fitriani Nur ◽  
Andi Halimah ◽  
Devina Oktari Yovita ◽  
Munawarah M ◽  
Sitti Zuhaerah Thalhah
Keyword(s):  
Statistical Analysis ◽  
Learning Model ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Research Approach ◽  
Learning Models ◽  
Mathematical Literacy ◽  
Verbal Skills ◽  
Eighth Grade Students ◽  
Quasi Experimental

<p>This research aims to: (1) find out the differences in mathematical literacy skills of students using the DLPS learning model and those using conventional learning models, (2) find out the differences in students' mathematical literacy skills in terms of verbal skills of students, (3) to find out the interaction of the DLPS learning model in terms of students' verbal skills on mathematical literacy skills of students. The research approach uses a quantitative approach with the type of quasi-experimental research and design of Factorial design 3 x 2. The population in this study is all eighth grade students of MTs Muhammadiyah Kampung Baru with the total is 48 people. The sample in this study is the eight-grade A  as a control class while the eight grade B is  as an experimental class. The instrument used in this study is a test of students 'mathematical literacy skills in the form of pretest and posttest and questionnaires to measure students' verbal skills. The data analysis technique used are descriptive statistical analysis and inferential statistical analysis. The result shows that: (1) there is a difference between the application of the DLPS learning model and the conventional model on the mathematical literacy skills of students, (2) there is a difference in students' mathematical literacy skill in terms of vebal skill of students, and (3) there is no interaction effect between the DLPS learning model in terms of verbal skill to mathematical literacy skills of students</p>

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