Contributions of Qualitative Research to Understanding Savings for Children and Youth

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  • Additional Information
    • Availability:
      Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: [email protected]; Web site: http://www.elsevier.com
    • Peer Reviewed:
      Y
    • Source:
      12
    • Education Level:
      Elementary Secondary Education
      Postsecondary Education
    • Subject Terms:
      Qualitative Research; Children; Youth; Foster Care; Money Management; Expenditures; Paying for College; Parent Student Relationship; Developmental Stages; Developmentally Appropriate Practices; Mothers; Toddlers; Futures (of Society); College Attendance; Elementary School Students; Economic Factors
    • Accession Number:
      10.1016/j.econedurev.2012.09.006
    • ISSN:
      0272-7757
    • Abstract:
      This paper explores contributions of qualitative research to saving theory for children, youth, and parents in children's development account (CDAs) programs. It brings together findings from three studies: (1) elementary school age children saving for college, (2) youth transitioning from foster care saving for education and other purposes, and (3) mothers saving for their toddlers' future college. Findings suggest that children, youth, and parents find CDAs helpful in accumulating savings. CDAs motivate and facilitate saving in ways that reflect developmental stages. Accumulating savings has positive economic and psychological meaning for CDA participants. CDAs overcome some obstacles in saving for the three groups, but other barriers remain, especially income flows, debt, and emergencies.
    • Abstract:
      As Provided
    • Publication Date:
      2013
    • Accession Number:
      EJ997906