Gender Differences In Financial Knowledge d9b5-bf1b-b1a9

Gender Differences in Monetary Knowledge

  • Summary of Findings

    The insufficient financial understanding in students offers been a supply of issue in the educational environment due in order to the obvious difficulties that the specific knowledge gap demands for learners. Without correct financial knowledge, college students are incapable of making critical decisions in their academic life, which may lead to them filing for their education. In the research under analysis, the author of the study tries to prove that the extent of financial knowledge is slightly greater among male students than it is among female ones. After a thorough analysis of the obtained evidence, their hypothesis turns out to be true, which suggests that the existing gap needs to be closed by introducing extra opportunities for education about financial management for female learners.

    Discussion of Findings

    The study has provided insightful material for further consideration, placing the problem of financial education for female students into the limelight. However, it would be an understatement to claim that the problem of the lack of balance in financial knowledge among male and female students has not been spotted before. On the contrary, the outcomes of the analysis are in line with the arguments presented by some of the earlier articles, such because the studies simply by Fazli Sabri, Make, and Gudmunson (2012) and Preston plus Wright (2019).

    At the same time frame, the particular outcomes of the particular analysis represent the counterargument to the particular paper by Reuben, Wiswall, and Eliminar (2017) because the second option claims there is simply no noticeable difference among the financial understanding among either from the genders. Thus, the current study represents an essential update on the particular issue of monetary awareness among college students and the ways of managing the sex gap in respect to the topic issue. Moreover, the study offers additional insights regarding the nature from the problem, which is an important addition to the discussion. Furthermore, there is a slight difference in the conceptualization of the study results.

    In the previous research, the problem of financial knowledge was framed as a general issue that could benefit from introducing learners to additional courses as the means of examining the range of their financial competencies (Reuben et al., 2017). In turn, the present research argues that gender-related issues stand in the way of female learners gaining the needed skills and developing prowess in managing fanatical issues and navigating the financial environment.

    There are several theoretical explanations of the findings located in the course of the research. The perspective used in the article, namely, the Agnew and Cameron-Agnew (2015) framework, can be seen as appropriate for applying to the case under analysis. Agnew and Cameron-Agnew (2015) theorize that the specifics of behaviors that are traditionally associated with the two genders, as well as the active promotion of gender roles as they are ascribed to men and women in contemporary society, shape one’s financial choices and strategies to a tangible degree, thus predetermining one’s decisions and shaping the mechanism of one’s decision-making process.

    Limitations and Suggestions

    The current limitations of the study arise from the methods used to research the issue. Specifically, the sampling strategy may have led to some of the students being underrepresented, which may have skewed the results of the analysis lightly. In addition , the external factors that may have had an impact on the correctness of learners’ answers could not have possibly been taken into consideration due to the multiple ranges of factors that would have needed to be embraced in that scenario.

    Moreover, students’ perspectives on the issue of financial knowledge could have been explored to gain insight into why the observed phenomenon of a gender gap takes place. Therefore, the outcomes of the research have informed the focus of a follow-up study that will have to be undertaken to research the main factors behind female students’ financial literacy issues and the strategies for correcting them.

    Implications and Conclusion

    The results of the study, which prove that there is a substantial difference between amounts of financial understanding in male and feminine students, imply that will certain measures possess to be consumed in order to tackle the present issue plus encourage the advancement of financial understanding in females college students. Specifically, the techniques for assisting female college students in getting basic financial literacy and developing the abilities that will assist them to carry out more complicated tasks like as budgeting will certainly be required.

    Therefore, the main implications of the particular study include producing opportunities for dealing with the presence associated with economic and monetary inequality within the particular target academic environment, as well because introducing learners in order to the concept of monetary literacy like a notion.

    By finding the correlation between gender of college students and their monetary knowledge, the writers from the study launched premises for dealing with the present gap plus providing female college students having an opportunity in order to raise the extent of their financial knowledge. As a result, female learners are expected to overcome the challenges that they presently have to encounter in the academic context when managing their financial resources. Thus, the problem of the financial gap will be addressed at several levels, including socio-cultural and economic ones.

    References

    Fazli Sabri, M., Cook, C., & Gudmunson, C. (2012). Financial well‐being of Malaysian college students. Asian Education And Development Studies, 1(2), 153-170. Web.

    Preston, A., & Wright, R. (2019). Understanding the Gender Gap in Financial Literacy: Evidence from Australia. Economic Record, 95(S1), 1-29. Web.

    Reuben, E., Wiswall, M., & Zafar, B. (2017). Preferences and biases in educational choices and labour market expectations: Shrinking the black box of gender. The Economic Journal, 127(604), 2153-2186. Web.

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