STATE OF THE FIELD IN YOUTH ECONOMIC OPPORTUNITIES

Table of Contents
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8
Chapter 9
Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Annexes
2012 State of the Field in Youth Economic Opportunities
Elliott, W., Sherraden, M., Johnson, L. , & Guo, B. (2010). Young Children’s Perceptions of College
and Saving: Potential Role of Child Development Accounts. Children & Youth Services Review,
32(11). 1577-1584. Available for purchase at: http://dx.doi.org/10.1016/j.childyouth.2010.03.018
This U.S.-focused paper explores young children’s perceptions and expectations about attending college, and the
potential influence of a savings program on shaping children’s perceptions about paying for college. As part of a
four-year study of a school-based college savings program called I Can Save, this paper uses qualitative evidence
from interviews conducted in second and fourth grades with a diverse group of 51 children.
Elliott, W., Webley, P., & Friedline, T. (2011). Two Accounts for Why Adolescent Savings is Predictive
of Young Adult Savings: An Economic Socialization Perspective and an Institutional Perspective.
Washington University, Center for Social Development. Accessible at: http://csd.wustl.edu/
Publications/Documents/WP11-34.pdf
Using longitudinal data (N = 694) from the Panel Study of Income Dynamics (PSID) and its supplements, this
paper asks whether having savings as an adolescent (ages 13 to 17) predicts having savings as a young adult (ages
18 to 22). Policy implications are discussed using both approaches and conclusions are drawn about how the
approaches can be combined to create a saving intervention for adolescents.
ESAF Program. (2011, October). ESAF & Youth Financial Services. Accessible at: http://microlinks.
kdid.org/sites/microlinks/files/resource/files/Factsheet_Youth_Final%20(3).pdf
This technical factsheet outlines the key components of The ESAF program. This program has taken a holistic
approach toward enhancing youth financial capabilities and services in Palestine, through initiatives including
consumer awareness and financial literacy, microfinance product development, savings promotion, and
entrepreneurship.
Ferguson, K. (2010, April). Social Development, Social Enterprise, and Homeless Youth. Oxford
Scholarship Online Monographs. Available for purchase at: http://www.oxfordscholarship.com/
oso/public/content/socialwork/9780199732326/acprof-9780199732326-chapter-008.html
This paper challenges traditional service delivery for homeless youth for its failure to replace street-survival
behaviors with other legal, income-generating activities. The paper suggests that through social enterprises,
homeless youths can acquire vocational and business skills, mentorship, clinical treatment, and linkages to services
to facilitate their economic and social self-sufficiency.
Field, E., Jayachandran, S., & Pande, R. (2010, January). Do Traditional Institutions Constrain
Female Entrepreneurship A Field Experiment on Business Training in India. MicroFinance
Gateway. Accessible at: http://www.microfinancegateway.org/p/site/m//template.rc/1.9.51332
This paper examines how restrictions imposed by traditional religious and caste institutions in India influence
women’s business activity. It is based on an experiment where a sample of poor self-employed women were
trained in financial literacy and business skills, and encouraged to identify financial goals. While the sample was
homogenous in terms of socio-economic status, they had different restrictions on mobility and social interactions
owing to differences in caste and religion. The experiment revealed that training increased borrowing and business
income for upper caste (UC) Hindu women, while it had no significant effects on Muslim and scheduled caste (SC)
women.
Annexes
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