Objective To qualitatively explore the whats and hows of financial socialization in families, as reported by emerging adults and their parents and grandparents. Background Previous research has examined the positive impact of financial socialization in families as well as the negative consequences of a lack of sufficient financial education. However, there is a need to explore the breadth of parent–child financial socialization methods and topics. Method A convenience sample of 90 emerging adults (18–30 years of age), 17 of their parents, and eight of their grandparents (N = 115) were interviewed at three diverse universities regarding what and how their parents taught them about money. Parents and grandparents were also interviewed regarding what and how they taught their children about money. Results Thematic content coding revealed three core how themes (modeling, discussion, and experiential learning) and four core what themes (financial planning, work ethic, money management, and sharing). The themes coded most often were discussion and money management. Conclusion The findings provide a starting point for gaining insight about how and what parents teach children about money but leave many questions unanswered that future research will need to address to build efficient and effective evidence‐based approaches for parental financial socialization in future generations. Implications Family life educators and others can use our findings to better understand how financial socialization occurs in families as a necessary step in ultimately improving financial socialization and increasing the financial capability and independence of emerging adults.

It is desirable that the expression of transgenes in genetically modified crops is restricted to the tissues requiring the encoded activity. To this end, we have studied the ability of the heterologous ribulose-1,5-bisphosphate carboxylase/oxygenase (Rubisco) small-subunit (SSU) gene promoters, RBCS3CP (0.8 kbp) from tomato (hycopersion esculentum Mill.) and SRS1P (1.5 kbp) from soybean (Glycine max [h.] Mers.), to drive expression of the beta-glucuronidase (gusA) marker gene in apple (Malus pumila Mill.). Transgenic lines of cultivar Greensleeves were produced by Agrobacterium-mediated transformation and the level of gusA expression in the vegetative tissues of young plants was compared with that produced using the cauliflower mosaic virus (CaMV) 35S promoter. These quantitative GUS data were assessed for their relationship to the copy number of transgene loci. The precise location of GUS activity in leaves was identified histochemically. The heterologous SSU promoters were active primarily in the green vegetative tissues of apple, although activity in the roots was noticeably higher with the RBCS3C promoter than with the SRS1 promoter. The mean GUS activity in leaf tissue of the SSU promoter transgenics was approximately half that of plants containing the CaMV 35S promoter. Histochemical analysis demonstrated that GUS activity was localised to the mesophyll and palisade cells of the leaf. The influence of light on expression was also determined. The activity of the SRS1 promoter was strictly dependent on light, whereas that of the RBCS3C promoter appeared not to be. Both SSU promoters would be suitable for the expression of transgenes in green photosynthetic tissues of apple.

delay of adulthood has a potentially deleterious effect on the economy and on society as a whole. The heart of this problem is that Millennials lack essential financial knowledge. Numerous studies have found that higher levels of financial knowledge are associated with more positive financial behaviors and financial well-being

This multigenerational, qualitative research study explores family financial discussion processes that may lead to better financial preparation for emerging adults. Interviews were conducted with 90 emerging adults from three universities as well as 17 of their parents and eight of their grandparents. Qualitative analyses revealed two major themes associated with family financial discussion processes. In Parent-Initiated-Discussions, principles were taught primarily through vertically-structured (top-down) delivery. Three concepts reported across all three generations of respondents included: (a) Sharing financial experiences; (b) Involving children in decisions; and (c) Engaging in ageappropriate conversations. In Child-Initiated Discussions, analyses revealed that financial principles were often taught in interactive, conversational, horizontal, and organic ways.Analyses identified two recurring concepts or contexts: (a) Children asking financial questions; and (b) Child-initiated, age-appropriate conversations. These results highlight healthy processes for family financial discussion that may better prepare emerging adults for financial adulthood and reduce financial instability.

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