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| Autor/inn/en | Rehr, Tori I.; Regan, Erica P. |
|---|---|
| Titel | An Exploratory Analysis of Financial Wellness of Trans-Spectrum College Students |
| Quelle | In: Journal of LGBT Youth, 19 (2022) 1, S.76-91 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1936-1653 |
| DOI | 10.1080/19361653.2020.1762147 |
| Schlagwörter | Sexual Identity; LGBTQ People; Student Experience; Money Management; Self Efficacy; Social Bias; Gender Bias; Well Being; Coping; Financial Support; Undergraduate Students; Educational Finance |
| Abstract | The authors explore trans-spectrum student financial experiences through a holistic model of financial wellness. Responses from the 2017 Study on Collegiate Financial Wellness were used to compare the financial wellness of trans-spectrum students to a sample of cisgender students, as well as to explore how students with diverse trans-spectrum identities may have varying financial experiences. Results indicated that trans-spectrum students have lower average scores than their cisgender peers on several financial wellness measures, including financial optimism and financial self-efficacy, but had higher scores than cisgender students on the financial strain measure. However, there were no significant differences between trans-spectrum students and cisgender students on the negative and positive financial management measures or sources of educational funding. Limited differences were found between trans-spectrum students with different gender identities. These findings indicate that the harmful effects of genderism on trans-spectrum students' physical and mental wellness may also extend to financial wellbeing, but that trans-spectrum students also show evidence of coping to manage their financial resources. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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