ALFABETIZAÇÃO FINANCEIRA FEMININA: UMA ANÁLISE INTEGRADORA DOS FATORES SOCIOCULTURAIS, COMPORTAMENTAIS E SOCIOECONÔMICOS

Abstract

This study aims to analyze the factors associated with women’s financial knowledge, considering the influence of gender socialization processes, cognitive and behavioral biases, socioeconomic conditions, and access to financial information. The study adopts a conceptual distinction between financial education, understood as a learning and training process, and financial literacy, defined as a multidimensional construct encompassing financial knowledge, attitudes, and behaviors. Methodologically, a systematic literature review was conducted to identify recurring explanatory patterns and theoretical gaps in the debate on gender inequalities in financial management. The findings indicate that women’s lower financial knowledge cannot be explained solely by cognitive limitations, being strongly influenced by differentiated socialization processes, lower self-confidence, higher risk aversion, and unequal access to financial experiences and information. Socioeconomic factors such as income, education, and marital status interact with behavioral and institutional aspects, contributing to the persistence of the gender gap. The study concludes that gender-sensitive financial education policies and programs are essential to strengthen women’s financial literacy and promote greater economic autonomy.