A comprehensive approach to financial literacy education necessitates an understanding of the degree to which curriculum is relevant for students from various cultural backgrounds. The purpose of this study was to examine the cultural relevancy of MoneySKILL®, an online financial literacy program designed for high school students. A convenience sample of teachers enrolled in a graduate course on student diversity completed 12 MoneySKILL modules and participated in online group discussions. Using a consensual qualitative research (CQR) method, the authors identified themes related to cultural relevancy in participants’ discussions. The results indicated that participants questioned the relevance of module content to marginalized social groups, noting exclusions based on social class, language, and family structure. They also reported a lack of consideration for geographical differences that affect financial practices, stereotypes in module examples, and assumptions in module content regarding America as a meritocracy. These findings indicate the need for more representative curricular materials and greater consideration of the social processes and sociopolitical contexts affecting financial practices. Findings also demonstrate the value of including teachers in the development of financial education curricular materials, as teachers have insights regarding pedagogy and relevancy to current and former students to make informed recommendations about possible curricular modifications.

中文翻译：

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MoneySKILL® 的文化相关性教师解读

金融素养教育的综合方法需要了解课程与来自不同文化背景的学生的相关程度。本研究的目的是检验 MoneySKILL® 的文化相关性，MoneySKILL® 是一个为高中生设计的在线金融知识计划。参加关于学生多样性的研究生课程的教师的便利样本完成了 12 个 MoneySKILL 模块并参与了在线小组讨论。使用共识定性研究 (CQR) 方法，作者确定了与参与者讨论中的文化相关性相关的主题。结果表明，参与者质疑模块内容与边缘化社会群体的相关性，并指出基于社会阶层、语言和家庭结构的排除。他们还报告说，缺乏对影响金融实践的地理差异、模块示例中的刻板印象以及模块内容中关于美国是精英政治的假设的考虑。这些发现表明需要更具代表性的课程材料，并更多地考虑影响金融实践的社会过程和社会政治背景。调查结果还证明了让教师参与金融教育课程材料开发的价值，因为教师对教学法以及与当前和以前的学生的相关性有深刻的见解，可以就可能的课程修改提出明智的建议。这些发现表明需要更具代表性的课程材料，并更多地考虑影响金融实践的社会过程和社会政治背景。调查结果还证明了让教师参与金融教育课程材料开发的价值，因为教师对教学法以及与当前和以前的学生的相关性有深刻的见解，可以就可能的课程修改提出明智的建议。这些发现表明需要更具代表性的课程材料，并更多地考虑影响金融实践的社会过程和社会政治背景。调查结果还证明了让教师参与金融教育课程材料开发的价值，因为教师对教学法以及与当前和以前的学生的相关性有深刻的见解，可以就可能的课程修改提出明智的建议。