Abstract
AbstractIn this qualitative study, we explore the potential of an innovative case study approach in a personal finance course among college students with the goal of making the course inclusive for students who are from economically disadvantaged families and traditionally have unsuccessful experiences in math. Students were required to create their own cases based on their unique, diverse backgrounds. Student reflections on their personal case study projects underwent thematic analyses. Our analysis documents the benefits and barriers perceived by students in this unique case study implementation, which has implications for promoting inclusive teaching in personal finance course design and delivery.
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