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Contributions of qualitative research to understanding savings for children and youth
ARTICLE

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Economics of Education Review Volume 32, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This paper explores contributions of qualitative research to saving theory for children, youth, and parents in children's development account (CDAs) programs. It brings together findings from three studies: (1) elementary school age children saving for college, (2) youth transitioning from foster care saving for education and other purposes, and (3) mothers saving for their toddlers’ future college. Findings suggest that children, youth, and parents find CDAs helpful in accumulating savings. CDAs motivate and facilitate saving in ways that reflect developmental stages. Accumulating savings has positive economic and psychological meaning for CDA participants. CDAs overcome some obstacles in saving for the three groups, but other barriers remain, especially income flows, debt, and emergencies.

Citation

Sherraden, M., Peters, C., Wagner, K., Guo, B. & Clancy, M. (2013). Contributions of qualitative research to understanding savings for children and youth. Economics of Education Review, 32(1), 66-77. Elsevier Ltd. Retrieved June 6, 2023 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2012.09.006

Keywords

References

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