Abstract: Enhancing Financial Capability Among Latine First-Generation College Students and Their Families through Service-Learning Assignments (Society for Social Work and Research 30th Annual Conference Anniversary)

Schedule:

Friday, January 16, 2026

Independence BR C, ML 4 (Marriott Marquis Washington DC)

* noted as presenting author

Alexei Bullara, Student, California State University, Los Angeles, CA

Joanna Karczewska, Professor, California State University, Los Angeles, CA

Liz Barnett, Professor, California State University, Long Beach, CA

Background and Purpose

Higher dropout rates among first-generation college students (FGCS) due to financial challenges indicate a need to help FGCS and their families navigate formal financial systems. Latine FGCS come from working-class, immigrant families hesitant to engage with institutional support, and few studies have explored approaches to address this. This study explores a financial capability and asset-building (FCAB) assignment to address this gap.

Methods

The Financial First Responder (FFR) is a free asynchronous service-learning FCAB training program that uses Consumer Financial Protection Bureau tools to guide practice with oneself and others. The FFR was assigned to multiple sections of a required social work course in a Hispanic-serving university (N=194; 86% Latine, 82% FGCS; AY 2023–2024). Students completed the training, first on their own and then with another person of their choosing. They submitted reflections after each activity and completed pre- and post-training surveys. Qualitative data were analyzed using inductive thematic analysis, with interrater reliability established using Cohen’s kappa. To interpret findings, this study applied the concepts of language brokering and familism to understand the cultural dynamics influencing how Latine FGCS interact with financial systems and engage their families.

Results

Despite stigma around discussing finances, 65% of students worked with a family member or partner to complete the training. The frameworks suggested the assigned training normalized financial discussions within families.

Conclusions and Implications

Results suggest Latine families often rely on each other rather than external sources for financial information, reflecting a cultural emphasis on family support. Involving family in training helps reinforce knowledge and improve family financial health. Integrating assignments into curricula provides a cost-efficient foundation for community-based interventions while enhancing the financial capability of students and their families.