This thesis examines how institutions of higher education can better prepare students for the transition into the development stage of Emerging Adulthood. I explore the following questions: What is the stage of Emerging Adulthood? What knowledge do students have regarding financial literacy? How does social class play a role on students’ knowledge regarding financial literacy? Why are institutions not preparing students for life post-graduation? This thesis uses student identity development thoery, social capital theory, and historical analysis to critically analyze the current college student experience post-graduation in regards to financial literacy. As I dive deeper into the relationship between social class and financial literacy among college students I propose an informative online module provided for students who are approaching college graduation. My intervention ultimately provides resources for college graduates to help them safeguard future financial success post-graduation
