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It proposes that developing universally relevant financial education curricula is difficult because economic class shapes financial tendencies and societal attitudes. The review connects contextual ethics to modern education, arguing that North American schooling reflects capitalist foundations and can reproduce unequal opportunities. It outlines evidence including testing biases, teacher expectations, administrative conflicts, assessments, and inequitable resource allocation, then reviews studies linking wealth and self-esteem, economic perceptions, and economic status to personal interpretations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/economic-influenced-perceptions-and-their-implications-for-early-21st-century-education/603307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/economic-influenced-perceptions-and-their-implications-for-early-21st-century-education/603307.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational crisis is described in the introduction?","Question",{"text":112,"@type":113},"The document describes an economic-influenced educational crisis in the United States, including a widening gap in household earnings and low financial literacy among youth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is creating financial education curricula presented as difficult?",{"text":117,"@type":113},"It is difficult because benchmarks must reflect multiple societal dimensions, while research suggests economic class affects financial tendencies, attitudes, and interpretations.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors does the document list as evidence of economically originated educational problems?",{"text":121,"@type":113},"It cites standardized testing biases, teacher expectation biases, administrator/teacher conflicts, political administrator assessments, and inequitable allocation of resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603307,1793072322,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Thomas A. Luceyis a doctoral student in the Collegeof Education atthe University of Memphis, Memphis, Tennessee.  \nEconomic Influenced Perceptions  \nand Their Implications for Early 21st Century Education  \nBy Thomas A. Lucey  \n“What were we talking about?…Have I been making rather an ass of myself?”  \n—Lewis, 1952, 105  \nIntroduction  \nThe United States faces an economic-influenced educational crisis. According to the U.S. Department of Commence, Census Bureau data (2002) the difference in household earnings between the upper and lower quintiles has worsened over the last forty years. Future generations possess suspect knowledge to properly manage this income, as our youth possess very low financial literacy levels (Americans for Consumer Education and Competition, 2001; Jumpstart Coalition, 1997, 2000, 2002; Lucey, 2002) .  \nDetermining benchmarks relevant to all societal dimensions presents a challenge to developing financial education curricula. Payne (1995) observed that members of different economic classes differ in their financial tendencies and their societal attitudes and interpretations. Varcoe et al. found that teenagers of different social contexts held different priorities of financial learning. Straight (2001) observed different patterns of asset allocation between African Americans and Caucasians within different income levels. Lucey’s (2003) research indicated that high school students of different cultural contexts might interpret financial concepts differently. The No Child Left Behind Act (U.S. Department of Education, 2001) provided financial incentives for developing financial literacy curricula, but did not provide guidelines for these curricula. Absent systematic changes to our economic education processes, we risk alienating children by teaching them improper economic curricula.  \nThe idea of different contextual ethical challenges is not new. MacIntyre (1984) challenged the ethical community to consider the incomprehensive nature of ethical theory outside historical contexts. He identified three characteristics to moral debates: positions with premises only criticizable in historical contexts; objective arguments based on subjective premises; and differently defined terms from different historic contexts. By tracing the history of European ethical theory, MacIntyre observed that modern society distorts the heroic and classical Greek understanding of personal virtues. Astutely, MacIntyre (1988) observed his review as incomplete, only considering European ethical history, not ethical histories of other cultures. Nevertheless, he provided clear support for a contextual framework for moral theory.  \nMore recently, Bobbitt (2002) theorized that we witness the early transition of society from a nation-state to a market state. He observed this process prompts government’s involuntarily loss (to economic-driven market systems) of influence in determining societal conditions, and noted this transition may result in market forces that challenge retention of individual and cultural identities.  \nA critique of modern educational processes requires recognition that the North American educational structure embodies capitalist societal foundations. This educational structure generally mirrors societal structures. However, structural weaknesses fail to provide equal opportunities for youth of different cultural contexts. The educational system embraces these societal economic challenges. Evidence for these economically originated education problems includes, but are not limited to, the following conditions:  \n◆ Standardized testing biases,  \n◆ Teacher expectation biases,  \n◆ Administrator and teacher conflicts,  \n◆ Political administrator assessments, and  \n◆ Inequitable resources allocations.  \nThis article consists of a literature review that begins with studies about economic relationships with psychological processes. It follows these studies with research into economic influences in education systems and conclud","cbCaig9VwU2pjscE","https://ap.wps.com/l/cbCaig9VwU2pjscE","pdf",41048,14,"English","# Introduction\n## Economics and Psychological Relationships\n### Wealth and Esteem in Adults\n### Economic Perceptions of Others","[{\"question\":\"What educational crisis is described in the introduction?\",\"answer\":\"The document describes an economic-influenced educational crisis in the United States, including a widening gap in household earnings and low financial literacy among youth.\"},{\"question\":\"Why is creating financial education curricula presented as difficult?\",\"answer\":\"It is difficult because benchmarks must reflect multiple societal dimensions, while research suggests economic class affects financial tendencies, attitudes, and interpretations.\"},{\"question\":\"What factors does the document list as evidence of economically originated educational problems?\",\"answer\":\"It cites standardized testing biases, teacher expectation biases, administrator/teacher conflicts, political administrator assessments, and inequitable allocation of resources.\"}]","Economic Influenced Perceptions and Their Implications for Early 21st Century Education | PDF",1792096049,35]