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This study explored 217 college students’ narratives about financial socialization experiences in their families. Using a deductive coding and interpretation strategy grounded in existing literature, identified themes and sub-themes provided richer descriptions of financial socialization processes than currently exist. Parental modeling and direct teaching led to both positive and negative young adult behaviors. Coaching and family rules revealed parents’ use of authoritarian and authoritative parenting styles to socialize their children about money. Five distinct messages about money communication were identified as well as positive and negative views of parental roles and division of labor related to money management tasks. Implications for continued financial socialization and education during the emerging adulthood phase of development are discussed.
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