Joan Koonce

Saving for Success: Financial Education and Savings Goal Achievement in Individual Development Accounts

Using microdata from the American Dream Demonstration, the current study examines factors associated with savings and savings goal achievement (indicated by a matched withdrawal) among participants of individual development account (IDA) programs. Multinomial logit results show that hours of participation in financial education programs, higher matched caps, prior use of a savings account, and greater educational attainment are each associated with a greater likelihood of savings and savings goal achievement. IDA programs need to maximize available resources, particularly financial education, to assist participants in achieving savings goals.

Financial Information Source, Knowledge, and Practices of College Students from Diverse Backgrounds

Using cross-sectional data, we examined the financial information sources, financial knowledge, and financial practices of young adults, many of whom are first generation college students, ethnic minorities, and immigrants or children of immigrants. Participants (n = 1,249) were undergraduate students at a large regional comprehensive university. The general linear model results suggested personal financial information obtained from parents was positively associated with levels of financial knowledge and financial practices, and information obtained from other family members and college courses was positively associated with better financial practices. The findings suggest that parents and college personal finance courses may serve as positive inputs for financial socialization among young adults regardless of their demographic backgrounds.

The Effect of Human Capital on the Economic Status of Divorced and Separated Women: Differences by Race:

This study investigated the impact of investments in human capital on the economic well-being of black and white women immediately following marital disruption. It also explored the extent to which the observed differences in income between the two groups were due to differences in the levels of qualities (endowments) or differences in the impact of these qualities (discrimination). The average differences in endowments explained almost two-thirds of the income gap between black and white women. Most of this explanatory power was due to differences in educational attainment, work experience, and region.