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oai:keep.lib.asu.edu:node-1982652024-12-23T18:01:48Zoai_pmh:alloai_pmh:repo_items

198265 https://hdl.handle.net/2286/R.2.N.198265 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2024 182 pages Doctoral Dissertation Academic theses Text eng Rizo, Valeria Richardson, Carmen Ikegwuonu, Emeka Ross, Lydia Arizona State University Partial requirement for: Ed.D., Arizona State University, 2024 Field of study: Leadership and Innovation This mixed methods action research study was conducted at a women’s, private, liberal arts university in the United States with the purpose to create an opportunity for the Latina female first-generations college students (LFFGCS) to; build a sense of belonging and community, and provide them with more resources on a variety of financial topics in order to help them build a foundation for a successful financial future. Participants engaged in a two-part community building small group series aimed to understand what negative and positive influences they have that play a role in their academic and financial behaviors and to build community. Participants also engaged in a two-part financial literacy workshop series to help influence their financial attitudes, behaviors and knowledge. Quantitative data was collected through pre- and post-financial literacy surveys and qualitative data was collected from the community building small group series recordings and discussions, photo presentations and observations, and notes from my research journal. Quantitative data and qualitative data were analyzed concurrently. Quantitative data analyzed via Wilcoxon signed-rank tests revealed participation in the financial literacy workshop increased participants’ financial literacy. The data also revealed there was no statistically significant change in financial attitude and behaviors by participating in this innovation; however the qualitative data collected revealed participant financial attitudes and behaviors were positively influenced. Through thematic analysis of the qualitative data, six major themes were found: financial limitations, family obligations, commuting, family/home life, community, and financial literacy. The discussion includes limitations and implications for future practice and research. Higher Education Education finance College students community cultural wealth Financial Literacy First-generation Latina Social cognitive theory Understanding Barriers of Latina Female First-Generation College Students and Increasing Their Financial Literacy