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Financial Literacy as a Key to Entrepreneurship Education: A Multi-Case Study Exploring Diversity and Inclusion

Author

Listed:
  • Adriana Medina-Vidal

    (Independent Researcher, Mexico City 03700, Mexico)

  • Mariana Buenestado-Fernández

    (Department of Education, University of Cantabria, 39005 Santander, Spain)

  • José Martín Molina-Espinosa

    (Institute for the Future of Education, Tecnologico de Monterrey, Monterrey 64849, Mexico)

Abstract

This article presents the results of the financial literacy assessment of young Mexican students between the ages of 17 and 24 enrolled in public and private institutions in five Mexican cities. This study’s objective was to approach the financial knowledge, behaviors, and attitudes of young Mexicans through focus groups and questionnaires to identify their perceptions of complex thinking and its use for financial products and services. The most relevant findings suggest that (a) most of the young participants in the study use banking services through their parents, (b) there are significant gender differences in financial knowledge and behaviors, (c) critical thinking significantly and positively correlates with financial behaviors and attitudes, and (d) the level of critical thinking predicts financial behavior. There is a need to develop women’s critical thinking to discern between the financial behavior they socially imitate and their capabilities to become more involved in financial issues, thus decreasing the gender gap.

Suggested Citation

  • Adriana Medina-Vidal & Mariana Buenestado-Fernández & José Martín Molina-Espinosa, 2023. "Financial Literacy as a Key to Entrepreneurship Education: A Multi-Case Study Exploring Diversity and Inclusion," Social Sciences, MDPI, vol. 12(11), pages 1-20, November.
    • Handle: RePEc:gam:jscscx:v:12:y:2023:i:11:p:626-:d:1277394
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    References listed on IDEAS

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    1. Pallavi Dogra & Arun Kaushal & Rishi Raj Sharma, 2023. "Antecedents of the Youngster’s Awareness About Financial Literacy: A Structure Equation Modelling Approach," Vision, , vol. 27(1), pages 48-62, February.
    2. Carsten Erner & Michael Goedde-Menke & Michael Oberste, 2016. "Financial literacy of high school students: Evidence from Germany," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(2), pages 95-105, April.
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