Abstract

This case study explored teaching and learning in an adult financial literacy program for Latina single mothers, using a framework informed by critical and Latina feminist sociocultural learning perspectives and the transtheoretical model of behavior change. Data included interviews with program administrators, educators, and learners; class observations; and analysis of documents, focusing on pedagogy and the roles of ethnicity, gender, and culture in learning. Thematic analysis was both manual and used the qualitative software, NVivo 8. Findings indicate use of holistic approaches to emphasize community, use of pedagogies emphasizing content, process, and personal stories, and promotion of financial behavior change.

Keywords: Financial literacy, Latino learners, sociocultural perspectives, qualitative case study

How to Cite:

Sprow, K. M., (2011) “Adult Financial Literacy Education and Latina Learners: A Qualitative Case Study”, Adult Education Research Conference 1(2011).