scholarly journals The Relationship Between Corporate Social Responsibility And Corporate Financial Performance – Evidence From Empirical Studies

2016 ◽  
Vol 19 (4) ◽  
pp. 67-84 ◽  
Author(s):  
Magdalena Mikołajek-Gocejna
Keyword(s):  
United States ◽  
Social Responsibility ◽  
Corporate Performance ◽  
Social Performance ◽  
Empirical Studies ◽  
The United States ◽  
Responsible Investment ◽  
Relative Contribution ◽  
Professional Management ◽  
Sustainable Investment

Socially responsible investment (SRI) has experienced strong growth in recent years. In 2012, $1 out of every $9 US assets under professional management was invested in some form of sustainable investment. Global sustainable investment assets have expanded dramatically, rising from $13.3 trillion at the outset of 2012 to reach a total of $21.4 trillion at the start of 2014. Most of the SRI assets are in Europe (63.7 percent), but the relative contribution of the United States has increased from 28.2 percent in 2012 to 30.8 percent in 2014, and over this two-year period, the fastest growing region has been the United States, followed by Canada and Europe. These three regions are also the largest regions in terms of assets, accounting for 99 percent of global SRI.With this growth one most important issues is whether it pays for organizations to concern themselves with social responsibility, and whether there are any tradeoffs to sustainable investing. Much of the present research on this question is based on the views of Friedman and Freeman. But changes in economic development, national and local security, and the growing expectations of stakeholders influence how social performance is defined, and thus corporate performance as well.The aim of this article is to examine correlations between CSR and financial corporate performance, based on empirical studies conducted by other authors in different countries. In total, the analysis comprises 53 studies and the results obtained for 16,119 companies.

My Brother’s Reaper: Examining Officially Reported Siblicide Incidents in the United States, 2000–2007

2014 ◽  
Vol 29 (3) ◽  
pp. 523-540 ◽  
Author(s):  
Jeffrey A. Walsh ◽  
Jessie L. Krienert
Keyword(s):  
United States ◽  
Theoretical Foundation ◽  
Empirical Studies ◽  
The United States ◽  
Male And Female ◽  
Sibling Violence ◽  
Extreme Form ◽  
Older Brothers ◽  
Intrafamilial Violence ◽  
Frequent Offenders

With higher rates than any other form of intrafamilial violence, Hoffman and Edwards (2004) note, sibling violence “constitutes a pandemic form of victimization of children, with the symptoms often going unrecognized and the effect ignored” (p. 187). Approximately 80% of children reside with at least one sibling (Kreider, 2008), and in its most extreme form sibling violence manifests as siblicide. Siblicide is poorly understood with fewer than 20 empirical studies identified in the extant literature since 1980 (see Eriksen & Jensen, 2006). The present work employs 8 years of Supplemental Homicide Report (SHR) data, 2000–2007, with siblicide victims and offenders age 21 years and younger, to construct contemporary victim and offender profiles examining incident characteristics. Findings highlight the sex-based nature of the offense with unique victimization patterns across victims and offenders. Older brothers using a firearm are the most frequent offenders against both male and female siblings. Strain as a theoretical foundation of siblicide is offered as an avenue for future inquiry.

Political sophistication

2012 ◽  
Author(s):  
Παύλος Βασιλόπουλος
Keyword(s):  
United States ◽  
American Literature ◽  
Empirical Studies ◽  
Political Knowledge ◽  
The United States ◽  
Political Information ◽  
Cognitive Capacity ◽  
Basic Knowledge ◽  
Political Sophistication

This dissertation is concerned with the concept of political sophistication, referring to the extent and organization of a person’s stored political cognition (Luskin 1987).Available empirical evidence on the levels of political sophistication in mass publics comes almost exclusively from the United States and point to two broad conclusions: First, systematic empirical research has demonstrated that political information in the mass public is particularly low (Converse 1964, Delli Carpini and Keeter 1996). Citizens lack basic knowledge over political affairs. Time and again empirical studies have systematically showed that citizens in the United States and elsewhere fall short of passing even the most rudimentary political knowledge tests. This finding that was first illustrated by the Michigan school in the early 1960s (Campbell et al. 1960) resulted in a wide pessimism over the meaning of public opinion and even of representative democracy (Inglehart 1985).The second broad conclusion is that the politically sophisticated and unsophisticated differ: Political sophisticates have the cognitive capacity to translate their deeper held political values and predispositions into consistent political attitudes (Zaller 1992). They are able to use their political knowledge in order to make informed vote choices in the sense that they accurately adjust their political positions to the parties’ platforms (Delli Carpini and Keeter 1996, Lau and Redlawsk 1997, 2006). What is more, they are more likely to participate in elections and other political activities and are less susceptible to political propaganda (Delli Carpini and Keeter 1996).However the idea that political sophistication matters for the quality of the public’s political decision-making has met strong theoretical and methodological criticism by the ‘low information rationality’ perspective (Popkin 1991, Lupia 1994,Graber 2001). This group of theories argues that politically inattentive citizens can form their political judgment on the basis of heuristics that allow them to make reasonable choices reflecting their predispositions and interests even though they lack political knowledge.The principal aims of this thesis are: a)to compare different measurement perspectives on political sophistication and assess their methodological potential especially in regard with comparative research on political knowledgeb)to explore the extent to which the pattern of ignorance that has been repeatedly highlighted in the American literature is an internal characteristic of political behavior stemming from the low expected utility of acquiring political information or it is subject to particular cultural and systemic characteristics. To this direction I use Greece as a case study by undertaking an analytical survey of political sophistication, one of the very few that have been conducted across the Atlantic.c)The third aim is to investigate the determinants of political sophistication and especially the potential of the mass media in political learning and in the context of the Greek political and media system.d)d) Finally this thesis addresses the unresolved question concerning the differences in quality of political decisions between the political sophisticated and unsophisticated layers of the public by evaluating the explanatory potential of two competing theories (political sophistication v. low information rationality) in the multi-party political environment of Greece

95 Years of Teaching High School Sociology

2005 ◽  
Vol 33 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Michael DeCesare
Keyword(s):  
United States ◽  
High School ◽  
Citizenship Education ◽  
Social Problems ◽  
Empirical Studies ◽  
The United States ◽  
Teaching Sociology ◽  
The Past ◽  
Current Events ◽  
History Of

A neglected part of the history of teaching sociology is the history of teaching high school sociology. The American Sociological Association's centennial in 2005 affords sociologists an opportunity to reflect on the teaching of sociology–anywhere and everywhere that it happens. In the spirit of contributing to the history of teaching sociology in the United States, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon published course descriptions written by high school sociology teachers and empirical studies conducted by academic sociologists. They demonstrate that past high school sociology courses have focused primarily on examining social problems and current events, and on promoting citizenship education. This remains the case today. I offer several reasons why the courses have looked as they have over the past 95 years, and conclude with four predictions about the future of teaching high school sociology.

Sign in / Sign up

Export Citation Format

Share Document