The United States has the highest incarceration rate of any country. The causes for the large number of prisoners can be traced, in part, to a politicized war on crime that resulted in harsh sentencing and high recidivism rates. Prisoner education provides the potential for slowing the revolving door of prison by helping to create engaged citizens, who are committed to bettering themselves and their communities. However, there is a paucity of support for programs such as Pell Grants, which could facilitate emancipatory education in prisons. The purpose of this work is to examine why prisoners are provided few meaningful educational opportunities while incarcerated. This study seeks to understand the genealogy of prisoner education policy through an examination of the debate surrounding the 1994 Omnibus Crime Bill and its prohibition of Pell Grants for prisoners, as well as the 2008 Second Chance Act and its reentry programs. The study analyzes the ideological underpinnings of key decision makers and how their values are often embedded in the narratives of neoliberalism. In addition, the work examines elite stakeholders’ discursive attempts, both manifest and subtle, to influence and maintain social policy through the creation of legitimizing myths, including the viewpoints that prisoners are hopelessly flawed or that they have potential only as human capital. Counter-hegemonic discourse is also described. The study methods are critical discourse analysis which looks at the ways text and talk maintain inequities in society and critical policy analysis. Utilizing transcripts from legislative debates, the study analyzes the discourses of members of Congress to expose the tropes that often lie beneath the surface of the debate over prisoner education. Their rhetoric appears to generate and maintain widespread support for legislation that is frequently deleterious to marginalized out-groups. The study should add to the literature examining the role of legitimizing myths that maintain inequities in educational access.

Within Australia, Vocational Education and Training (VET) encompasses the Technical and Further Education (TAFE) sector, private providers, community education and training, and work-based training. Additionally, some VET activities are embedded within the secondary school and university sectors. As the major provider of Government-funded vocational education and training, TAFE has undergone significant change since its establishment in the 1970's. Historically, TAFE has provided broader education and social opportunities for individuals beyond a narrower focus on the achievement of training outcomes for economic benefits. However, shifts in policy direction in 1980's and 1990's have seen the delineation between broader education and economic outcomes becoming less distinct. While this is perhaps true of all education sectors, it has potentially impacted more on TAFE than any other sector. This thesis investigated these impacts within the context of TAFE's social service and economic utility roles. This was undertaken by analysing seven seminal Commonwealth and Queensland documents and by analysing the findings of interviews with six senior executives within Queensland's Department of Employment and Training and TAFE. The key findings of this thesis indicate that TAFE Queensland continues to perform a number of functions or activities that can be associated with a social service role. However, the findings also indicate that, for TAFE Queensland, there has been a shift towards an economic utility role. Since the Kangan Report (1974), TAFE's role has become more focussed on meeting Queensland's economic and industry needs within a broad view that Australia needs a flexible workforce, qualified to industry standards of competence and able to compete in a globalised world.

MACIEL, Paulo Henrique Freitas. Trabalho e educação profissionalizante do centro vocacional tecnológico (CVT) na comunidade de Umarizeiras, Maranguape-CE. 2013. 123f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-04-30T12:12:34Z No. of bitstreams: 1 2013-DIS-PHFMACIEL.pdf: 1234822 bytes, checksum: cc8cfb7f520326990ffd86c1d87263b2 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-04-30T12:13:49Z (GMT) No. of bitstreams: 1 2013-DIS-PHFMACIEL.pdf: 1234822 bytes, checksum: cc8cfb7f520326990ffd86c1d87263b2 (MD5) / Made available in DSpace on 2014-04-30T12:13:49Z (GMT). No. of bitstreams: 1 2013-DIS-PHFMACIEL.pdf: 1234822 bytes, checksum: cc8cfb7f520326990ffd86c1d87263b2 (MD5) Previous issue date: 2013 / Historically, we can verify the educational duality in which we have a formation oriented to the ruling élite and another one oriented to the workers who act in the capitalist production process. However, the expansion of the capitalism in the last four decades, we identify, as Karl Marx had already previewed, the intensification of the substitution of the living work (the human being) for the dead work (machines), causing crisis, because the market doesn’t absorb so many workers in the production process. Therefore, the unemployment, is a reality that scares even the international organizations, like the United Nations (UN). In this context, the employability, in a world without jobs and the human capital theory emerge as new forms of social domination, internalizing in the individual the idea that he is the responsible for his precarious economic situation. In this regard, in this research we analyzed the formation of workers released by Centro Vocacional Tecnológico (CVT) – Technologic Vocational Center – through means of initial formation courses or professional qualification in the community of Umarizeiras, in Maranguape, town in the Metropolitan Region of Fortaleza, pointing contradictions imposed by the contemporary capitalism which limit that performance. The investigation took place with oral sources, through interviews with thirteen dwellers; and documents: booklets of the courses available by CVT and Estatuto da Associação de Moradores de Umazeira, which let us highlight the contradictions between the official speech and the reality lived by the subjects involved in that formation. The available courses by CVT to that community were fruit pulp process, chicken raising, E.V.A., computing, fruit sweets. All the interviewed subjects had already participated in one or more courses, motivated by the immediate objective of getting a job, fact that doesn´t really happen; about the knowledge acquired in the courses, it’s rare to find someone who uses it in the daily life. We conclude, therefore, that the offer of the courses achieves rather an ideological objective, targeting to blame the individuals for their economic situation than a whole formation of the human being, having work as the educational principle. / Historicamente, verificamos a dualidade educacional em que temos uma formação voltada para as elites dirigentes e outra para os trabalhadores que atuam no processo de produção capitalista. No entanto, na expansão do capitalismo nas últimas quatro décadas, identificamos, assim como já tinha antecipado Karl Marx, a intensificação da substituição do trabalho vivo (o ser humano) pelo trabalho morto (as máquinas), ocasionando uma crise, pois o mercado já não absorve tantos trabalhadores no processo produtivo. O desemprego, portanto, é uma realidade que assusta até mesmo os organismos internacionais, como a Organização das Nações Unidas (ONU). Neste contexto, a empregabilidade, em um mundo sem emprego, e a teoria do capital humano surgem como novas formas de dominação social, internalizando no indivíduo a ideia de que é ele o responsável por sua situação econômica precária. Neste sentido, analisamos nesta pesquisa a formação de trabalhadores desencadeada pelo Centro Vocacional Tecnológico (CVT), por meio de cursos de formação inicial ou qualificação profissional na comunidade de Umarizeiras, distrito de Maranguape, município da Região Metropolitana de Fortaleza (RMF), apontando as contradições impostas pelo capitalismo contemporâneo, que limitam aquela atuação. A investigação foi realizada a partir da articulação de fontes orais, através de entrevistas com 13 (treze) moradores; e documentais: apostilas dos cursos disponibilizadas pelo CVT e o Estatuto da Associação de Moradores de Umarizeiras, o que nos permitiu colocar em evidência as contradições entre o discurso oficial e a realidade vivenciada pelos sujeitos envolvidos naquela formação. Os cursos ofertados pelo CVT àquela comunidade foram: processamento de polpas, criação de galinha caipira, E.V.A., informática, doces de frutas e associativismo. A maioria dos entrevistados já havia participado de um ou mais cursos, motivados pelo objetivo imediato da conquista de um emprego, fato que constatamos não se realizar; sobre os conhecimentos adquiridos nos cursos, raros são os que afirmam utilizarem em seu cotidiano. Conclui-se, portanto, que a oferta dos cursos cumpre mais um objetivo ideológico com a função de culpar o indivíduo pela sua situação econômica do que uma formação integral de ser humano, tendo o trabalho como princípio educativo.

Made available in DSpace on 2017-07-10T18:15:08Z (GMT). No. of bitstreams: 1 Carla C do N Antunes.pdf: 2645826 bytes, checksum: 5f48e7102554db04388584f1eec55761 (MD5) Previous issue date: 2016-11-29 / The present dissertation proposed analyzing the determinants of the choice of undergraduate students of the State University of Western Parana Cascavel Campus / PR. Specifically, the objective was to investigate the relationship between socioeconomic and informational factors and the social influence of families and institutions in the choice process. The theoretical instrument used in this research was the Human Capital theory and using Behavioral Economics, as an alternative to the conception of instrumental rationality. It examines the decision-making processes of university students, identifying factors associated with behavioral rationality, such as when would the decision be taken, uncertainty, level of information, influences of different situations and institutions on behavior and expectations of future professional performance. The dissertation seeks to capture the reality of university selection processes by means of a survey, based on non-probabilistic sampling by quotas. The research totals the result of 452 questionnaires applied, corresponding to 63.2% of all university students that would be entering 19 undergraduate courses in the year 2016. As evidence found in the behavior of the university students that were surveyed, it identifies that, generally, they tend to be oriented to the present, to be partially informed, and also be influenced by the quality and prestige of the educational institution, personal fulfillment and opportunities in the labor market and financial ascension and affirm that they have made the right choice. / A presente dissertação propôs-se analisar os determinantes de escolha do curso de graduação dos ingressantes da Universidade Estadual do Oeste do Paraná Campus de Cascavel/PR. Especificamente, buscou-se investigar a relação dos fatores socioeconômicos, informacionais, bem como a influência social dos familiares e instituições no processo de escolha. O instrumento teórico utilizado nesta pesquisa foi a teoria do Capital Humano e as abordagens da Economia Comportamental, como alternativa à concepção da racionalidade instrumental. Examina os processos de decisão dos universitários, identificando fatores associados à racionalidade comportamental, tais como a escolha no tempo, a incerteza, o nível de informação, as influências das diferentes situações e instituições no comportamento e as expectativas de atuação profissional futura. Buscou-se compreender acerca dos processos de escolha do universitário por meio de uma pesquisa de levantamento, baseada numa amostragem não probabilística por quotas. A pesquisa totaliza o resultado de 452 questionários aplicados, correspondendo a 63,2% do total dos universitários ingressantes em 19 cursos de graduação referente ao ano de 2016. Como evidências encontradas no comportamento dos universitários pesquisados, identifica que, em termos gerais, eles tendem a ser orientados para o presente, a estar parcialmente informados, a serem influenciados pela qualidade e prestígio da instituição de ensino, pela realização pessoal, pelas oportunidades no mercado de trabalho e ascensão financeira e afirmam que estão certos em relação a escolha feita.

Var fjärde elev som påbörjar studier i den svenska gymnasieskolan avslutar inte studierna med fullständiga betyg inom fyra år. Forskning visar att elever som hoppar av sina studier lider större risk att hamna utanför arbetsmarknaden, vilket bortsett från det personliga lidandet leder till samhällsekonomiska kostnader. Många ekonomer har beskrivit värdet på det humankapital som ackumuleras under studietiden samt den signaleringseffekt det innebär på arbetsmarknaden att klarat av en gymnasieutbildning. Syftet med denna studie är att få ökad förståelse kring de potentiella effekterna av det ESF-finansierade projektet Plug In som pågick i 47 kommuner mellan 2012–2015 och är det i särklass största nationella projektet för att motverka studieavhoppen i de svenska gymnasieskolorna. Den sammanlaga kostnaden för projektet var närmare 200 miljoner kronor och idag finns det en uppföljare till projektet, kallat Plug In 2.0. En kvantitativ effektutvärdering av Plug In utfördes av Ramböll 2015, en utvärdering som inte kunde påvisa några signifikanta effekter som kunde bindas till insatsen i antalet avbrott för de kommuner med åtminstone en skola som deltog i projektet. Nysläppt data från Skolverket över andel elever som på skolenhetsnivå avslutat sina studier med fullständiga gymnasiebetyg har gett möjligheterna till denna mer pregnanta utvärdering där effekterna på längre sikt för första gången undersöks. Skolor i Göteborgsregionens Kommunförbund som deltog i projektet har matchats med skolor av liknande karaktär i jämförbara kommuner och med hjälp av en Difference-in-Difference modell mäts projektets sannolika påverkan av deltagare i projektet.

The aim of this thesis is to determine what affects cross-national differences in attitudes towards immigrants and immigration in Europe while using mainly theoretical framework of the Ethnic Competition Theory and the Human Capital Theory. We use multilevel models to test the hypotheses based on these theories. We use individual level data from European Social Survey 2014/2015 and country level data from World Bank, Eurostat, and MIPEX. The thesis finds a support for the Human Capital Theory, but does not find a clear support for the Ethnic Competition Theory. Even though economic vulnerability of a person is associated with attitudes towards immigrants, this association can be due to education. It seems in this thesis that people with higher education tend to hold more positive attitudes towards immigration of both skill levels of immigrants, professionals and laborers, than individuals with less years of education. Therefore, we find a support for the Human Capital Theory. On the contextual level, more permissive migrant integration policies seem to have positive effect on attitudes towards immigrants. Further investigation of the association between attitudes towards immigrants and immigration, and education and migrant integration policies is needed.

This study examines whether there is a wage gap between male and female ordinary judges in the Swedish legal system in the year 2021 and what some of the possible reasons may be for the existing wage gap. The study is based on data obtained from the Swedish National Courts Administration, which includes the 1 000 ordinary judges who are active in the year 2021. The data material is then analyzed using descriptive statistics as well as a bivariate regression analysis to understand if there is an existing wage gap between male and female ordinary judges. To answer the second question, the data material is analyzed using a multiple regression analysis to give us an understanding of what may be the causes of the existing wage gap. The results show that male regular judges earn an average of 1 715 SEK more a month than their female colleagues. In addition, the results of the multiple regression analysis also show that when we use the independent variables that the data material contains, there is in 93 percentage of the cases a statistically significant guaranteed wage gap of 258 SEK per month between male and female ordinary judges in the Swedish legal system.

Personalentwicklung ist mit erheblichem Aufwand für Humankapitalinvestitionen für Unternehmen verbunden, wobei die Aneignung des Investitionsobjektes selbst und auch der Erträge aus der Investition unsicher sind. Zunächst werden aus realgeschichtlichen Befunden betriebswirtschaftliche Begründungen für die Personalentwicklung abgeleitet, und ökonomisch interpretiert. Im Hauptteil wird die Personalentwicklung innerhalb des Rahmens eines dreigeteilten Arbeitsmarktes ökonomisch analysiert. Schlussendlich werden einige Prognosen zur künftigen Rolle der Personalentwicklung auf Basis der aktuellen Entwicklungen am Arbeitsmarkt erstellt.:INHALTSVERZEICHNIS 1. EINFÜHRUNG 8 1.1. PROBLEMSTELLUNG UND ZIEL DER ARBEIT 9 1.2. AUFBAU DER UNTERSUCHUNG 12 2. STATUS DER THEORETISCHEN BETRACHTUNGEN DER PERSONALENTWICKLUNG 14 2.1. BEGRIFFSKLÄRUNG UND PRÄZISIERUNG DES UNTERSUCHUNGSOBJEKTS 14 2.2. GRUNDLAGEN DER ÖKONOMISCHEN BZW. PERSONALÖKONOMISCHEN ANALYSE 18 2.3. THEORIEBILDUNG VON PERSONALWIRTSCHAFT UND PERSONALENTWICKLUNG 23 2.4. INTERDISZIPLINARITÄT DER WISSENSCHAFTLICHEN BETRACHTUNG DER PERSONALENTWICKLUNG 26 2.5. WÜRDIGUNG UND FOLGERUNGEN FÜR DEN WEITEREN VERLAUF DER ARBEIT 31 3. REALBETRACHTUNG DER PERSONALENTWICKLUNG FÜR DEUTSCHLAND 35 3.1. REALGESCHICHTE DER PERSONALENTWICKLUNG IN DEUTSCHLAND 36 3.1.1. Die Phase vor der Industriellen Revolution: Handwerk und Manufakturen 37 3.1.2. Die Phase der industriellen Revolution bis zur Wirtschaftskrise 1873 41 3.1.3. Die Zeit von 1873 bis zum Ende des Zweiten Weltkriegs 47 3.1.4. Die Entwicklung nach dem Zweiten Weltkrieg und das Aufkommen des Begriffs ´Personalentwicklung´ 56 3.1.5. Die Entwicklung im Dienstleistungssektor (Beispiel Deutsche Bank) 60 3.1.6. Zusammenfassung und betriebswirtschaftliche Begründung der Personalentwicklung aus realgeschichtlicher Perspektive 61 3.2. DER SEGMENTIERTE ARBEITSMARKT ALS RAHMEN DER ÖKONOMISCHEN ANALYSE DER PERSONALENTWICKLUNG 66 3.2.1. Ausgewählte deskriptive Ansätze der Arbeitsmarktsegmentierung 67 3.2.1.1. Der institutionalistische Ansatz von Piore (1972) und Doeringer/Piore (1985) 68 3.2.1.2. Segmentierung als rationale Entscheidung des Arbeitgebers 70 3.2.1.3. Betriebszentrierte Arbeitsmarktsegmentation im theoretisch historischen Ansatz von LUTZ 72 3.2.1.4. Der dreigeteilte Arbeitsmarkt im betriebszentrierten Ansatz von SENGENBERGER 74 3.2.2. Kosten bzw. Nachteile des internen Arbeitsmarktes 77 3.2.3. Kritische Würdigung der Ansätze 79 3.2.4. Implikationen für die Begründung und Gestaltung der Personalentwicklung 82 4. ÖKONOMISCH-THEORETISCHE ANALYSE DER PERSONALENTWICKLUNG 87 4.1. BESCHREIBUNG DER VERWENDETEN THEORIEN 88 4.1.1. Grundlagen der Humankapitaltheorie 88 4.1.1.1 Grundlegende Aussagen der Humankapitaltheorie 89 4.1.1.2 Kritik und relevante Ansätze zur Weiterentwicklung der Humankapitaltheorie 97 4.1.1.3 Transferkosten des Humankapitals und Arbeitsmarktsituation als alternative Analysekriterien 104 4.1.2. Die Transaktionskostentheorie als Instrument zur Analyse von Make-Or-Buy-Entscheidungen 108 4.1.2.1 Transaktionseigenschaften und Verhaltensannahmen 113 4.1.2.2 Vertragsschemata und Formen der Arbeitsorganisation 119 4.1.3. Implizite Kontrakte als Voraussetzung und Konsequenz der Personalentwicklung 126 4.1.3.1 Notwendigkeit und Wirkungsweise von impliziten Verträgen 128 4.1.3.2 Mechanismen zur Durchsetzung impliziter Vereinbarungen 133 4.2. ÖKONOMISCH-THEORETISCHE BETRACHTUNG DER PERSONALENTWICKLUNG 138 4.2.1. Humankapital als Objekt der Personalentwicklung 138 4.2.1.1 Die Vermittlung von allgemeinem und transferierbarem Humankapital im Rahmen der Personalentwicklung 139 4.2.1.2 Berufsfachliches Humankapital als ergänzende Humankapitalkategorie für den Deutschen Arbeitsmarkt 145 4.2.1.3 Die Rolle der Personalentwicklung für die Bildung und Bindung von spezifischem Humankapital 156 4.2.2. Betrachtung der Make-or-Buy-Entscheidung bezüglich des Humankapitals aus Sicht der Transaktionskostentheorie 159 4.2.3. Schaffung von Anreizen durch Implizite Verträge 168 4.3. PERSONALENTWICKLUNG IM SEGMENTIERTEN ARBEITSMARKT AUS ÖKONOMISCH-THEORETISCHER PERSPEKTIVE 169 4.3.1. Grundlegende Aussagen und Fragestellungen 169 4.3.2. Rudimentäre Personalentwicklung im allgemeinen Segment 172 4.3.3. Qualifizierungsmaßnahmen und Karrierepfade im berufsfachlichen Segment 178 4.3.4. Ausgeprägte Personalentwicklung im betriebsspezifischen Segment 190 4.4. ZUR ÖKONOMISCHEN RATIONALITÄT DER PERSONALENTWICKLUNG 208 4.4.1. Beschaffungs- und Allokationsfunktion der Personalentwicklung 208 4.4.1.1 Informationsasymmetrien am externen Arbeitsmarkt als Begründung für Personalentwicklung 209 4.4.1.2 Humankapitalknappheiten am externen Arbeitsmarkt als Begründung für die Notwendigkeit der Personalentwicklung 211 4.4.1.3 Personalentwicklung als Mittel zur Erreichung eines optimalen Matches und einer optimalen Allokation des Humankapitals 213 4.4.2. Personalentwicklung als Anreizinstrument 215 4.4.2.1 Leistungsanreize durch Personalentwicklung 216 4.4.2.2 Anreize zum Erwerb von spezifischem Humankapital 219 4.4.2.3 Mitarbeiterbindung durch Personalentwicklung 221 4.4.3. Personalentwicklung als Ergänzung für finanzielle Anreize oder rechtliche Regelungen 225 4.5. ZUSAMMENFASSUNG DER ÖKONOMISCH-THEORETISCHEN ANALYSE DER PERSONALENTWICKLUNG 226 5. AKTUELLE ENTWICKLUNGEN AM ARBEITSMARKT UND DEREN IMPLIKATIONEN FÜR DIE PERSONALENTWICKLUNG 240 5.1. SCHILDERUNG DER VERÄNDERUNGEN AM ARBEITSMARKT 240 5.1.1. Die Beeinflussung des Arbeitskräfteangebots durch die demografische Entwicklung 241 5.1.2. Technologische und organisatorische Veränderungen und deren Auswirkung auf die nachgefragte Qualifikationsstruktur 242 5.1.3. Auswirkungen der Globalisierung auf Angebot und Nachfrage am Arbeitsmarkt 246 5.1.4. Abkehr vom Normalarbeitsverhältnis durch den Einsatz von marktnahen Beschäftigungsformen 248 5.2. AUSWIRKUNGEN DER VERÄNDERUNGEN AUF DEN SEGMENTIERTEN ARBEITSMARKT UND DEREN THEORETISCHE INTERPRETATION 251 5.2.1. Auswirkungen der Veränderungen auf den segmentierten Arbeitsmarkt 251 5.2.2. Veränderungen des humankapitaltheoretischen Kalküls aufgrund künftiger Entwicklungen 259 5.2.3. Änderungen in der Make-or-Buy-Kalkulation 267 5.2.4. Neue Bedeutung impliziter Verträge 273 5.3. RESULTIERENDE VERÄNDERUNGEN FÜR DIE PERSONALENTWICKLUNG 277 5.3.1. Beeinflussung der Personalentwicklung durch marktnahe Beschäftigungsverhältnisse 277 5.3.2. Veränderungen im Ziel- und Aufgabensystem der Personalentwicklung 278 5.3.3. Veränderungen bei Teilsystemen und Maßnahmen der Personalentwicklung 281 5.3.3.1 Veränderungen bei den Qualifizierungsmaßnahmen 281 5.3.3.2 Veränderungen bei der Karriere- und Laufbahnplanung 285 6. ZUSAMMENFASSUNG UND SCHLUSSFOLGERUNGEN 291 6.1. ZUSAMMENFASSUNG DER REALEN UND THEORETISCHEN ERGEBNISSE 291 6.2. VERHALTENSÖKONOMIK ALS INTEGRIERENDER THEORIERAHMEN ZUR BETRACHTUNG DER PERSONALENTWICKLUNG 294 LITERATURVERZEICHNIS 299

Nigerian policy is inconsistent with regard to the promotion of entrepreneurship among young adults in Anambra State that would serve as a guide to becoming self-employed. Most young adults in Anambra State lack information on entrepreneurial characteristics to become self-employed. The issues confronting Anambra State as a result of youth unemployment include increase in crime rate, drug abuse, kidnapping, and suicide rate. Guided by the human capital theory, the purpose of this case study was to explore the entrepreneurship strategies that young adults in Anambra State needed to become self-employed after graduating from universities. Twenty youth entrepreneurs participated in the individual interviews, 5 participated in a focus group, and 5 policymakers participated in another individual interview. Data were coded and analyzed using Yin's 5 step procedure involving compiling, assembling, analysing, dissembling and repeating the entire process three times until the themes emerged. The emerging themes were mentorship, vocational training, and ad-hoc programs. These findings revealed that youth who participated in these programs (mentorship, vocational training and ad-hoc) obtained entrepreneurial strategies and consequently ran more profitable enterprises than those who did not. The implications for positive social change include recommendations to policymakers to expand the mentoring program among young adults and introduce vocational education that could enhance employment rate, thereby improving the standard of living, and create educational programs for university students with the expectation that upon graduation they may be able to develop businesses that may lead to the creation of employment and empower young entrepreneurs towards national growth and development.

Financial literacy is a national problem; many studies confirmed that Americans have low levels of financial literacy. There is little to no research about financial literacy in Appalachia, and the level of financial literacy was unknown for Appalachian Kentucky. There is a problem deserving attention which can be seen by examination of the 3 key financial indicators. Many researchers found the Appalachian Kentucky region deficient regarding poverty rates, unemployment rates, and personal income rates. The purpose of this study was to develop a baseline level of financial literacy of Appalachian Kentuckians and to compare it to national levels. Becker's theory of human capital served as the theoretical framework of this study. The research questions asked the difference between the levels of financial literacy of Appalachian Kentuckians and Americans. A survey design was used to collect data from residents in an Appalachian Kentucky county (n = 35) that was mathematically average based on the key financial indicators as reported by the Appalachian Regional Commission. The national financial literacy rate was derived from the National Financial Capability Study. A one-sample t test indicated that the financial literacy level of Appalachian Kentuckians is less than the national level. Multiple linear regression analysis indicated that financial literacy levels can be predicted either by personal income or poverty. This study offers positive social change by providing a baseline understanding of financial literacy in Appalachian Kentucky to draw more attention to the improvement needs in this area. Improving financial literacy has the potential to improve key financial indicators of the region, and thus, the lives of Appalachian Kentuckians.