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. Atransformative 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.
All Science Journal Classification (ASJC) codes
- Applied Psychology
- Economics and Econometrics
- Public Health, Environmental and Occupational Health