The racial/ethnic gap in financial literacy in the population and by income.
We investigate the determinants of the racial/ethnic gap in financial literacy in the general population and within income classes, with a focus on childhood family circumstances and neighborhood socioeconomic characteristics. Our model explains 48% and 57% of the observed gap for Blacks and Hispani...
| Publicado en: | Contemporary Economic Policy Vol. 39; no. 3; pp. 524 - 537 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Jul2021
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=150671934&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 150671934 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10743529 CEY jtl: Contemporary Economic Policy issn: 10743529 maglogo: Y pubinfo: dt: Jul2021 vid: 39 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 150671934 10.1111/coep.12507 ppf: 524 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 433KB tig: atl: The racial/ethnic gap in financial literacy in the population and by income. aug: au: Angrisani, Marco Barrera, Sergio Blanco, Luisa R. Contreras, Salvador affil: Center for Economic and Social Research, University of Southern California, Los Angeles California, 90089,, USA Department of Economics, University of Minnesota, Minneapolis Minnesota, 55414,, USA Public Policy and Economics, Pepperdine University, Malibu California, 90265,, USA Department of Economics, University of Texas Rio Grande Valley, Edinburg Texas, 78539,, USA su: Literacy Individual differences Neighborhoods Financial literacy sug: subj: Literacy Individual differences Neighborhoods Financial literacy keyword: financial knowledge racial/ethnic disparities financial knowledge racial/ethnic disparities ab: We investigate the determinants of the racial/ethnic gap in financial literacy in the general population and within income classes, with a focus on childhood family circumstances and neighborhood socioeconomic characteristics. Our model explains 48% and 57% of the observed gap for Blacks and Hispanics, respectively. For both groups, differences in individual characteristics and neighborhood socioeconomic status contribute the most to the explained gap. The White–Minority gap narrows when moving from low‐ to high‐income classes, but the ability of the model to explain it decreases monotonically. Identifying which additional barriers put minorities at a disadvantage is key to improve financial literacy. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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