This difference might be largely attributed to gender norms regarding abilities and control. Financial self-confidence also matters. Many women avoid situations like car shopping, financial planning, and tax preparation because the women fear salespeople will try to cheat them under the assumption that the women have limited money skills.
Sharing duties of daily life makes sense. Yet it becomes problematic when the one managing the finances is impaired. Women with dementia were generally agreeable to their husband’s assumption of the household financial decision-making, while men with dementia generally resisted relinquishing their financial authority.
Researchers at University of Edinburgh and University of Central Florida note the prior research characterizing females as exhibiting lower financial self-confidence than their male counterparts. Based on such findings, the researchers propose that increasing the financial self-confidence of high school girls will serve them well throughout their lives. The researchers’ study provides evidence that a promising technique for increasing this self-confidence is financial education by teachers who themselves have solid financial self-confidence.
The one-day training program for teachers responsible for providing financial education was designed by Young Money in the United Kingdom. The training was geared to teaching 16–18-year-olds about financial planning and budgeting; financial implications of work; seeking financial advice; choosing financial products; and fraud and identity theft. Students received their training from these teachers over the duration of a school term.
Enhancing teachers’ financial self-confidence narrowed the financial self-confidence gap between the female and male students. The additional financial self-confidence was associated with economically meaningful actions by the students, such as increased savings of available funds.
The researchers interpret the findings in the context of social learning: Teacher self-confidence has previously been shown to shape teaching practice and improve student engagement, especially for female students. When a teacher gains self-confidence, not only is the course content likely to be better, but the students also gain self-confidence from imitation of the solid financial self-confidence of their teachers.
In presenting this interpretation, the researchers say a common concern expressed by financial literacy educators is that they feel unprepared to competently teach the material. I’d say this implies parents—who constitute another major resource for mentoring financial literacy—would benefit from building their self-confidence in the task.
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