高等教育,低收益:非洲裔美国人和西班牙裔的金融素养挑战
Shervin Assari1,2,3, Hossein Zare4,5, Amanda Sonnega6
1Marginalized-Related Diminished Returns (MDRs) Research Center, Los Angeles, CA, USA.
Open journal of educational research
|December 2, 2024
概括
高度受过教育的非洲裔美国人和西班牙裔人显示财务素养低于白人同龄人,这表明仅仅教育并不能消除种族差异. 结构性障碍限制了少数群体的财务收益.
科学领域:
- 社会经济差异社会经济差异
- 在金融素养方面的种族不平等
- 卫生公平性健康公平性
背景情况:
- 教育是金融素养的关键驱动力,但种族和民族差异仍然存在.
- 由于结构性种族主义和社会经济不平等,非洲裔美国人和西班牙裔个人即使有高等教育,也面临着金融素养的挑战.
- 本研究探讨了结构因素如何导致种族群体之间的财务素养差异.
研究的目的:
- 为了确定受过高等教育的非裔美国人和西班牙裔个人是否比受过类似教育的白人个人拥有较低的财务素养.
- 探索结构因素在解释金融素养方面的这些种族差异中的作用.
- 调查系统性歧视对金融知识和机会的影响.
主要方法:
- 利用了2016年美国成年人理解美国研究 (UAS) 的数据.
- 样本按种族/种族 (非裔美国人,西班牙裔,白人) 和教育程度分层.
- 使用标准化测试评估财务素养,并采用多变量回归,调整社会经济因素.
主要成果:
- 高等教育预测,与白人相比,非洲裔美国人和西班牙裔人的财务素养较低 (p < 0.001).
- 教育和财务素养之间的积极关联在非洲裔美国人和西班牙裔个人中明显较弱.
- 结构性障碍,包括歧视和教育质量的不平等,减少了少数群体的教育回报.
结论:
- 在受过高等教育的非裔美国人和西班牙裔个人中存在着持续的财务素养差异.
- 教育本身不足以克服影响金融素养的结构性不平等.
- 需要有针对性的政策来解决系统性障碍,这些障碍限制了种族和民族少数群体的金融知识和机会.
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