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In the context of the increased concentration of wealth at the top of the social spectrum, the article studies the role of economic inheritance in the education of elites. The article relies on a study at several international boarding schools based in Switzerland to explore wealth-related school policies (notably through pocket money and philanthropy), economic socialization, and their impact on students' self-identifications as a privileged elite.

The article deals with the topical issue of personal and professional presentation of young women and men as subjects of their economic socialization. The analysis of the empirical research results of social and psychological determinants of young women and men economic self-presentation, as well as the results of a gender audit is done. A conceptual model of economic behavior of young people in the context of patriarchal / traditional and egalitarian / democratic coordinates is presented. The ambivalence of professional self-realization of young people, in particular, the orientation of girls to economic self-affirmation in the microeconomic environment, and boys - in the macro-society, as well as the commitment of both sexes to traditional gender stereotypes is revealed. The low level of material demands of women, including professional ones, is motivated by the socialized attitude to the financial supremacy of men. In psychological portraits of young men and women who present their professional potential, and hence the economic future, more similarities than differences are observed. Young women show a higher level of subjective general and personal locus of control in professional activities and psychological efforts to defend their beliefs.

Trends in the global social development increasingly clearly demonstrate their relation to the processes of socialization of the global economy. Countries around the world are creating a global socio-economic space in the framework of integration and globalization. Global development of social economies in the world serves as the basis for further cooperation of the countries in addressing global problems and ensuring decent living standards of the population. It also applies to the countries with transition economies. The main problem of development of the process of economy socialization is its financial support, which makes the search for potential sources of financing more relative.The article's aim is to assess the source base of socialization of the economy of Ukraine as a country with transition economy with identification of strengths and weaknesses of financial security of social processes in the country.Method of investigation was the correlation-regression analysis of the source base of socialization of the Ukrainian economy with construction of a multifactor regression equation. The main result of the article is correlation-regression analysis that has found that the amount of income of the population is significantly affected by two indicators: financing of scientific and technical works and the amount of loans provided by the Ukrainian banks to the residents. In the article, it is proposed to stimulate the innovative activity through increasing the funding of scientific and technical works from different sources that can be practical recommendation to the government politics.

Abstract
This article explores how economic socialization serves as a bridge between individual economic behaviors and the broader social and cultural contexts that shape them. Drawing on a post-functionalist approach to socialization, the study examines the ultra-Orthodox Jewish (Haredi) community in Israel, where distinct gender roles, cultural norms and patterns of economic participation create a unique context for investigating divergent economic socialization pathways. Comparing four groups within the Haredi community—average/below-average and high-income women, men with work experience, and men who study at religious seminaries (Yeshiva/Kollel)—analysis of an original survey study reveals how differential exposure to economic life leads to significant variations in financial risk-taking, loss-aversion, financial literacy and competitiveness. The findings problematize explanations attributing economic gender gaps to innate differences, instead highlighting the profound impact of the cultural framing of gender roles vis-à-vis economic integration. By foregrounding economic socialization as a sociological phenomenon, the study contributes to discourses on culture's role in economic behavior and opens new avenues for examining how individuals acquire economic dispositions through socialization pathways shaped by structural constraints and power relations.

This descriptive study was concerned with parents beliefs and behaviors with respect to their children's pocket-money allowance ("Taschengeld") in order to investigate their attempts to socialize their children into the economic world. Some 238 German parents completed a questionnaire looking at attitude toward, beliefs about, and uses of allowances to educate their children. Nearly all (99.6%) believed children over 5 years should receive pocket money on a weekly basis, but that the pocket money should not be dependent on their doing household chores. Parents were in favor of their children saving, though strongly against their borrowing and lending money. A factor analysis of a 15-item attitudinal scale yielded five clear interpretable factors. Regressional analyses showed that parental gender and income/salary were the best predictors of beliefs and attitude toward allowances. Comparison between this data and the British data of Furnham (1999) shows both similarities and differences, albeit mainly in degree. The results are discussed in terms of parental theories about how to economically educate their children.