The whiteness of white-collar crime in the United States: Examining the role of race in a culture of elite white-collar offending

2019 ◽  
pp. 136248061986431 ◽  
Author(s):  
Tracy Sohoni ◽  
Melissa Rorie

While the role of race has been heavily scrutinized in terms of minority involvement in crime, it has remained largely invisible for Whites despite indications that Whites are overrepresented as offenders in elite white-collar crimes. We propose a theoretical model detailing how “whiteness” encourages cultural adaptations conducive to elite white-collar crime in contemporary US society. Many middle- and upper-class US Whites live in environments of relative social isolation, both geographically (in terms of schools and neighborhoods) and culturally (as mainstream media largely reflect the lived realities of middle- and upper-class Whites). When this social isolation is combined with financial advantage, it serves to block the development of empathy toward outgroups and increases feelings of individual entitlement, which leads to the formation of crime-specific cultural frames that include neutralizations and justifications for elite white-collar crime. We argue that whiteness plays a role that is independent from (but exacerbated by) socioeconomic status, and is an important contributor to the generative worlds from which many white-collar criminals emanate.

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Olga V. Sorokina

Abstract While the large disparities in educational attainment by socioeconomic status in the United States point towards the importance of credit constraints, there is no consensus in the economic literature regarding their pervasiveness. To evaluate how subjective information can enhance our understanding of the role of credit constraints in education, I focus on NLSY79 respondents' assessments of financial obstacles to schooling. About 12 percent of young adults in the data expect to underinvest in education because of financial reasons or the need to work. Using this information in a regression model of educational attainment shows that it provides valuable behavioral insights, above and beyond standard measures of income and family background.


2020 ◽  
Vol 1 (2) ◽  
pp. 95-102
Author(s):  
David O. Friedrichs ◽  
Dawn L. Rothe

Our objective is to provide a conceptual and comparative framework for criminological engagement with the issues raised by the regulatory rollback scheme promoted by the Trump administration. We begin with invoking the notion of an “imaginary social order,” followed with identifying some core rationales for regulation, the complexities and contradictions, and the areas where the Trump administration favors more, not less regulation. The purpose and actual history of regulation in the United States is addressed as current regulatory rollback initiatives should be analyzed in relation to this history. In addition, regulatory issues ought to be understood in terms of their role in an increasingly complex and constantly evolving capitalist economy.


2015 ◽  
Vol 23 ◽  
pp. 108 ◽  
Author(s):  
Haigen Huang

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.


Author(s):  
Herb Boyd

This chapter considers the role of the Black press and, to a more limited extent, the Latino press in Obama's campaign. Given his desire to transcend race and ethnicity yet his need to mobilize Black and Latino voters, this specialized press played a key role in the campaign. Before Obama became the forty-fourth President of the United States, his campaign was viewed in three major ways by the media: There were those who cheered him along; those uncertain what to make of him but who retained a tame, mainstream, “wait and see” perspective; and those whose views ranged from “critically supportive” to firmly opposed. Since his election, there has been little change in these assessments, though at this time there is a clearer delineation between those for and against Obama in the mainstream media as they gather a better understanding of his pragmatic tendencies on policy and issues.


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