Call for Papers

The Journal of Consumer Affairs and the Financial Literacy and Education 

Commission Special Issue: Starting Early for Financial Success

The recent economic crisis has highlighted how essential it is that individuals and families have 

the information, education, and tools they need to make sound financial decisions in an

increasingly complex U.S. and global financial system. Indeed, as we have learned, the financial 

difficulties of individuals and families can dramatically affect the financial health of local

communities and regional markets. The crisis has also illustrated that the financial well-being of 

individuals and families is fundamental to national financial stability, and that a lack of financial 

literacy is one barrier that can lower standards of living and limit prosperity.

The Financial Literacy and Education Commission (FLEC) was established by Congress in 2003 

and is comprised of more than 20 federal agencies. It is chaired by the Secretary of the Treasury 

and the vice chair is the Director of the Consumer Financial Protection Bureau. One of FLEC’s 

primary responsibilities is to coordinate the work of the federal government to promote financial 

literacy and education for all Americans. The FLEC has selected a strategic focus on “Starting 

Early for Financial Success,” given the importance of good financial knowledge and behaviors 

early in life for long-term personal financial well-being and the overall economic health of the 

nation. 

As the promotion of high-quality academic research is an important component of effective 

financial education and interventions, the Journal of Consumer Affairs and the FLEC invite 

submissions for a special issue: “Starting Early for Financial Success: Capability into Action.” 

Papers are sought that rigorously explore the connection between financial education and 

capability interventions, and measurable changes in financial behavior and outcomes. The goal 

is to advance the knowledge of policy makers that comprise the FLEC, and the wider financial 

education field’s, understanding of what type of financial capability interventions can both 

measurably improve an individual’s theoretical ability to make informed financial decisions 

(increasing their knowledge and skills) and actually lead to action, or changes in financial 

behavior that lead to improved financial outcomes. Given the mission of the FLEC, we are 

particularly interested in research that generates new learning and insights to fuel innovations in 

policy and practice that will increase financial capability of American households. To facilitate 

the transfer of these insights between academics and policymakers, the authors of articles 

selected for the special issue will likely be invited to Washington, D.C. to present their findings 

to a FLEC symposium in 2014. 

The FLEC has identified Starting Early for Financial Success as a strategic focus for the coming 

years and so the papers should have implications for improving financial well-being by starting 

early at key moments throughout the life course. While FLEC is particularly interested in 
research related to children and young adults, we also welcome research submissions focused on 

adults, as long as they have implications for effective approaches to developing financial 

capability early in life. Research topics might include, but are not limited to, the following:

• Evaluations of the delivery of financial education for youth and adults that identify 

effective approaches, delivery channels, and other factors (such as the interaction of 

knowledge, products, and behaviors) that enhance effectiveness

• Optimal combinations of financial information, advice, regulation, disclosure, and 

delivery mechanisms, including default options, and their impact on starting and 

maintaining positive financial habits

• Assessments of interventions that help parents, teachers, and other adult caregivers 

effectively communicate on financial topics with children and youth.

• How peer learning and peer effects impacts the financial knowledge and actions of 

children, youth and young adults.

• Types of knowledge that best motivate and facilitate financial action, and how such 

knowledge is acquired

• School-based financial capability programs (e.g. personal finance instruction, bank at 

school programs, etc.)

• Preparing youth, their families and adult students to make informed decisions about 

financing post-secondary education

• Helping young adults plan for their futures, save for retirement and other long term goals,

and/or successfully manage their credit and debt

• Exploring how games and simulations, on-line learning platforms, mobile applications, 

and other technology-based financial education and information tools can be used to 

deliver effective financial knowledge and skills

• Evaluations of metrics, survey questions, and methodologies to measure financial 

capability, behavior, and well-being outcomes

• Federal government-driven interventions to promote financial capability and potential 

approaches to improve their effectiveness. 

Researchers across fields such as economics, public policy, consumer sciences, education, 

business, marketing, social work, sociology, behavioral psychology and decision-making or 

other related fields are encouraged to submit articles.

PAPER SUBMISSION PROCEDURE: Manuscripts can be submitted to Journal of Consumer 

Affairs online through ScholarOne Manuscripts (connect directly to: 

http://mc.manuscriptcentral.com/joca or connect via the link on the Journal website). Style 

guidelines and publishing requirements can be viewed at: 

http://wileyonlinelibrary.com/journal/JOCA

Submission deadline: March 16, 2014