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Individual characteristics and social services associated with asset building in a children's college savings account program for low-income families.

机译：针对低收入家庭的儿童大学储蓄帐户计划中与资产建设相关的个人特征和社会服务。

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摘要

Discussions on giving children some form of savings accounts with public deposits at birth for future use have recently attracted the attention of policy-makers and researchers in the US and beyond. It is thought that having financial assets when children become adults can help reduce asset gaps and inter-generational poverty. One use of children's savings accounts that is of profound importance is college education. Low-income parents do not have access to saving and asset-building opportunities for their children's college education that is equitable to that of higher-income parents.;Currently, a national policy, practice, and research initiative known as the Savings for Education, Entrepreneurship, and Downpayment (SEED) is testing the efficacy of asset-building accounts for children and youth in the US. The SEED initiative is administered and studied by a group of national partners including CFED, the Center for Social Development at Washington University, and the University of Kansas School of Social Welfare. A team of scholars at the University of Kansas School of Social Welfare is responsible for a number of different SEED studies using a variety of quantitative and qualitative methods.;This study uses data from one of the largest SEED children's college savings account demonstration programs in an economically distressed city in the US. The primary research questions are: (1) what individual and household as well as social service factors are associated with parents decision to join a children's college savings account program? and (2) what individual and household as well as social service factors are associated with having deposits among parents who open accounts? To answer these questions, descriptive, bivariate, and multivariate statistics are done.;Sixty two percent of the parents decided to open accounts, and that among these, 37% had made some personal deposits into the accounts. Factors associated with decision to open accounts are parents' level of education, in-person contacts to parents by SEED staff, and a measure of the efforts put by different SEED staff in recruiting parents to join SEED and open accounts. Parent's education, race, and the type of SEED orientation attended by parents were associated with making deposits into the accounts. Clearly, fewer factors are associated with either asset building outcomes.;Overall, factors associated with asset building in the study are supported by existing literature, theory and research on asset-building with low-income households. While the proportion of parents involved in either phases of asset-building in the study seems small, it is impressive, and the role of social services may be crucial in the future for supporting such programs. However, in order to understand and pinpoint the exact circumstances and conditions necessary to build assets in the US among low-income households, more research is needed with larger and diverse samples. Implications for social work research, practice, education and policy are discussed.
机译：最近，关于为孩子提供某种形式的储蓄帐户以及出生时的公共存款以备将来使用的讨论引起了美国及其他地区的决策者和研究人员的关注。人们认为，儿童成年后拥有金融资产可以帮助减少资产差距和代际贫困。儿童储蓄帐户的一种极为重要的用途是大学教育。低收入父母无法获得与高收入父母同等的子女接受大学教育的储蓄和资产建设机会。；目前，一项被称为“教育储蓄”的国家政策，实践和研究计划，创业和首付（SEED）正在测试美国儿童和青少年资产建设账户的有效性。 SEED计划由包括CFED，华盛顿大学社会发展中心和堪萨斯大学社会福利学院在内的一些国家合作伙伴进行管理和研究。堪萨斯大学社会福利学院的一组学者负责使用各种定量和定性方法进行许多不同的SEED研究。在美国陷入经济困境的城市。主要的研究问题是：（1）父母决定加入儿童大学储蓄帐户计划的因素有哪些个人和家庭以及社会服务因素？ （2）在开户的父母中有存款与哪些个人和家庭以及社会服务因素有关？为了回答这些问题，需要进行描述性，双变量和多变量统计。; 62％的父母决定开设帐户，其中37％的父母将一些个人存款存入帐户。与决定开设帐户相关的因素包括父母的教育程度，SEED工作人员与父母的亲密接触以及衡量SEED不同人员在招募父母加入SEED和开设帐户方面所做的努力。父母的教育程度，种族以及父母参加的SEED定向的类型与将存款存入帐户有关。显然，与资产建设结果相关的因素较少。总的来说，研究中与资产建设相关的因素得到了有关低收入家庭资产建设的现有文献，理论和研究的支持。虽然在研究中参与资产建设两个阶段的父母比例似乎很小，但令人印象深刻，社会服务的作用在将来对支持此类计划至关重要。但是，为了了解和查明在美国低收入家庭中增加资产所需的确切情况和条件，需要对更大样本和更多样本进行更多研究。讨论了对社会工作研究，实践，教育和政策的影响。

著录项

  • 作者

    Okech, David.;

  • 作者单位

    University of Kansas.;

  • 授予单位 University of Kansas.;
  • 学科 Education Finance.;Sociology Individual and Family Studies.;Sociology Public and Social Welfare.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 190 p.
  • 总页数 190
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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