We Can Do More: COVID-19's Spotlight on the Lack of Financial Literacy

Autor/in	Molchan, Stephen
Titel	We Can Do More: COVID-19's Spotlight on the Lack of Financial Literacy
Quelle	In: Journal of Family and Consumer Sciences, 115 (2023) 1, S.10-13 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-1651
DOI	10.14307/JFCS115.1.10
Schlagwörter	Financial Literacy; Knowledge Level; Skills; Comprehension; Adults; Money Management; Financial Problems; COVID-19; Pandemics; Educational Needs + Suchen Sie Ihr Suchwort? Wissensbasis; Skill; Fertigkeit; Verstehen; Verständnis; Educational need; Bildungsbedarf
Abstract	Financial literacy is an important skillset for individuals to have so they can properly manage their financial well-being. Individuals across the United States are lacking in financial literacy, and therefore often struggle with navigating major financial events in addition to their daily personal finance decisions. K-12 family and consumer sciences (FCS) educators are equipped with the tools and resources to address this issue so individuals are better equipped to make sound financial decisions. Data from the TIAA-GFLEC Personal Finance (P-FIN) Index shows the overall lack of financial literacy throughout the U.S. (Yakoboski et al., 2021). The P-Fin Index is an annual survey conducted by the TIAA Institute and the GFLEC (Global Financial Literacy Excellence Center). The P-FIN Index measures both knowledge and understanding of skills that allow adults to properly manage their personal finances. In order for FCS educators to help individuals improve their financial literacy, they will need to focus on both their own professional development and expansion of financial literacy education. (As Provided).
Anmerkungen	American Association of Family and Consumer Sciences. 400 North Columbus Street Suite 202, Alexandria, VA 22314. Tel: 800-424-8080; Tel: 703-706-4600; Fax: 703-706-4663; e-mail: bookstore@aafcs.org; Web site: http://www.aafcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01