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Social Disorganization Theory: the Role of Diversity in New Jersey's Hate Crimes Dana Maria Ciobanu Walden University

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Social Disorganization Theory: the Role of Diversity in New Jersey's Hate Crimes Dana Maria Ciobanu Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Social Disorganization Theory: The Role of Diversity in New Jersey's Hate Crimes Dana Maria Ciobanu Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Criminology Commons, Criminology and Criminal Justice Commons, Public Administration Commons, and the Public Policy Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Dana Ciobanu has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Patricia Ripoll, Committee Chairperson, Public Policy and Administration Faculty Dr. Gema Hernandez, Committee Member, Public Policy and Administration Faculty Dr. Matthew Jones, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract Social Disorganization Theory: The Role of Diversity in New Jersey’s Hate Crimes by Dana Maria Ciobanu MPA, Seton Hall University, 2005 MADIR, Seton Hall University, 2005 BA, Seton Hall University, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University August 2016 Abstract The reported number of hate crimes in New Jersey continues to remain high despite the enforcement of laws against perpetrators. The purpose of this correlational panel study was to test Shaw & McKay’s theory of social disorganization by examining the relationship between demographic diversity and hate crime rates. This study focused on analyzing the relationship between the level of diversity, residential mobility, unemployment, family disruption, proximity to urban areas, and population density in all 21 New Jersey counties and hate crime rates. The existing data of Federal Bureau of Investigations’ hate crime rates and the U.S. Census Bureau’s demographic diversity, operationalized as the percentage of Whites over all other races, and social disorganization from 21 between the years 2007 through 2011, for a total sample size of 105 cases of reported hate crimes. Results of the multiple linear regression analysis indicate that ethnic diversity did not significantly predict hate crimes ( p = 0.81), residential mobility ( p < 0.001), and population density ( p < 0.001) had positive effects on hate crime rates. Concentrated disadvantage ( p = 0.01), characterized by the number of reported unemployment rates, had a negative effect on hate crime rates. The results of the study supported social disorganization theory in reference to residential mobility and population density. Law enforcement agencies can use the results of this study to combat hate crimes in areas with a high level of residential mobility and population density. Social Disorganization Theory: The Role of Diversity in New Jersey’s Hate Crimes by Dana Maria Ciobanu MPA, Seton Hall University, 2005 MADIR, Seton Hall University, 2005 BA, Seton Hall University, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University August 2016 Dedication I would like to thank my family and my wonderful loving parents, Mr. and Mrs. Victor and Floarea Ciobanu, who have supported me through every obstacle and continued to motivate me no matter how hard I resisted. I would also like to thank my sister, Alina Ciobanu, for her support and encouraging words. I love you all and thank you for all your support! Words cannot express how thankful I am! Acknowledgments I would like to thank God for guiding me and helping me find the confidence and self-assurance I never thought I had in this this process and in my personal life as well! I am forever grateful for all the work he has done in my life! I would like to thank my Chairperson, Dr. Patricia Ripoll, for her kindness, patience, understanding, and for helping me get through this difficult process from the beginning until the end. Dr. Ripoll gave me the confidence to keep moving forward despite my reservations and discouragement. I would like to thank my second Committee Member, Dr. Gema Hernandez, for her support and for providing me with the valuable feedback I needed. Dr. Hernandez agreed to become my second Committee Member towards the end of the dissertation process and took full responsibility on providing me with the valuable input I needed. I would like to thank my previous Second Committee Member, Dr. Victoria Coleman, for her help and encouragement. Dr. Coleman continued to inspire me even in the early stages of the process. I’m extremely grateful to Dr. Ripoll, Dr. Hernandez, and Dr. Coleman as my Committee Members! Their extreme patience and understanding throughout this process will never be forgotten! I would like to thank my University Research Reviewer, Dr. Matthew Jones, for his hard work, help, direction, and genuine interest in this research project. Dr. Jones continued to challenge me and went above and beyond in submitting my revisions back in a generously timely manner, and I am gracious for his guidance. I would like to thank Dr. Ben Tafoya, Program Director, and Dr. Shana Garrett, Associate Dean, for all their help, support, guidance, and encouragement. Dr. Tafoya was kind enough to serve as my chairperson during the defense of my final oral presentation and provided me with valuable information I needed with the dissertation and matters involving the program completion process. Likewise, Dr. Garrett’s assistance with the program completion process, as well as her kindness and understanding, is highly appreciated. I would also like to thank my Academic Advisor, Mr. Binh Ngo, for his help, patience, and for going above and beyond his duty and representing the Walden University Academic Advising Team in an exemplary manner and handling all adversity and unforeseen circumstances like a true professional. Lastly, I would like to thank all other university staff who have been tremendously helpful throughout this process. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Statement of the Problem ...............................................................................................6 Purpose of the Study ......................................................................................................8 Research Questions and Hypothesis ............................................................................10 Literature Gap of the Study..........................................................................................11 Significance of the Study .............................................................................................11 Impact of Hate Crimes on Community Members ................................................. 12 Enactment of Hate Crime Laws ............................................................................ 12 Law Enforcement Response ................................................................................. 14 Educational Programs/Reforms ............................................................................ 17 Significance of the Study in Relation to Public Policy ................................................18 Social Change Implication for the Study .....................................................................18 Nature of the Study ......................................................................................................19 Theoretical Background ...............................................................................................20 Definitions of Terms ....................................................................................................21 Assumptions .................................................................................................................24 Limitations ...................................................................................................................26 Scope and Delimitations ..............................................................................................29 i Summary ......................................................................................................................29 Chapter 2: Literature Review .............................................................................................30 Introduction ..................................................................................................................30 Theoretical Foundation ................................................................................................33
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