Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Basílio, Roberta Gabriela
 |
| Orientador(a): |
Cordeiro, Rafaela Almeida |
| Banca de defesa: |
Strehlau, Vivian Iara,
Strehlau, Suzane,
Oliveira, Josiane Silva de,
Oliveira, Tânia Modesto Veludo de |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Escola Superior de Propaganda e Marketing
|
| Programa de Pós-Graduação: |
Programa de Doutorado em Administração com Concentração em Gestão Internacional
|
| Departamento: |
ESPM::Pós-Graduação Stricto Sensu
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.espm.br/handle/tede/650
|
Resumo: |
It is known that financial socialization practices are impacted by exclusionary policies sustained by racism, such as discrimination, wealth disparity, and a history of low access to financial information. Even so, there are few studies about black people’s financial socialization, including in the Brazilian context. This doctoral dissertation aims to understand how racism manifests itself in the process of black women’s financial socialization. In this sense, I explore the process of financial socialization under the racial aspect, based on the Critical Racial Theory. The phenomenon is examined from a socioecological perspective to explain the ways in which people interact with the environment that they live. Using a semi-structured script, I adopted an interpretativist strategy through in-depth interviews with 21 black women, who shared their experiences about financial socialization. Hermeneutic analysis was used to identify patterns of meaning in the black women experiences in the process of family financial socialization throughout their life trajectories. The data show that structural racism promotes unequal dynamics that are harmful to the process of financial socialization. The results demonstrate that black women have a learning process that develops dysfunctionalities, such as scarcity beliefs and difficulty in dealing with money, due to the contexts of racial inequality in which they live. As a theoretical contribution, I propose a model to explain black women's financial socialization process. The results indicate an element not considered in the literature, characterized in this study as Sankofa and that includes: learning, reframing experiences of racial inequality, and teaching children and the community. The practical implications show that public and private financial education initiatives must consider both the context where the person lives and a racial perspective. |
