Social Learning And Social Structure

The social learning theory of crime integrates Edwin H.Sutherland's diff erential association theory with behaviorallearning theory. It is a widely accepted and appliedapproaches to criminal and deviant behavior. However,it is also widely misinterpreted, misstated, and misapplied. This is the fi rst single volume, in-depth, authoritativediscussion of the background, concepts, development,modifications, and empirical tests of social learningtheory. Akers begins with a personal account of Sutherland'sinvolvement in criminology and the origins of hisinfl uential perspective. He then traces the intellectualhistory of Sutherland's theory as well as social learningtheory, providing a comprehensive explanation of howeach theory approaches illegal behavior. Akers reviewsresearch on various correlates and predictors of crime anddelinquency that may be used as operational measures ofdifferential association, reinforcement, and other sociallearning concepts. Akers proposes a new, integrated theory of sociallearning and social structure that links group diff erencesin crime to individual conduct. He concludes with acogent discussion of the implications of social learningtheory for criminology and public policy. Now availablein paperback, with a new introduction by the author, thisvolume will be invaluable to professionals and for use incourses in criminology and deviance. Ronald L. Akers is professor of criminologyand sociology in the Department ofCriminology, Law and Society, Universityof Florida. He is the author of Drugs,Alcohol, and Society: Structure, Process,and Policy, Deviant Behavior: A SocialLearning Approach, and CriminologicalTheories: Introduction, Evaluation, andApplication.

The social learning theory of crime integrates Edwin H. Sutherland's diff erential association theory with behavioral learning theory. It is a widely accepted and applied approaches to criminal and deviant behavior. However, it is also widely misinterpreted, misstated, and misapplied.This is the fi rst single volume, in-depth, authoritative discussion of the background, concepts, development, modifications, and empirical tests of social learning theory. Akers begins with a personal account of Sutherland's involvement in criminology and the origins of his infl uential perspective. He then traces the intellectual history of Sutherland's theory as well as social learning theory, providing a comprehensive explanation of how each theory approaches illegal behavior. Akers reviews research on various correlates and predictors of crime and delinquency that may be used as operational measures of differential association, reinforcement, and other social learning concepts.Akers proposes a new, integrated theory of social learning and social structure that links group diff erences in crime to individual conduct. He concludes with a cogent discussion of the implications of social learning theory for criminology and public policy. Now available in paperback, with a new introduction by the author, this volume will be invaluable to professionals and for use in courses in criminology and deviance.

The social learning theory of crime integrates Edwin H. Sutherland's diff erential association theory with behavioral learning theory. It is a widely accepted and applied approaches to criminal and deviant behavior. However, it is also widely misinterpreted, misstated, and misapplied. This is the fi rst single volume, in-depth, authoritative discussion of the background, concepts, development, modifications, and empirical tests of social learning theory. Akers begins with a personal account of Sutherland's involvement in criminology and the origins of his infl uential perspective. He then traces the intellectual history of Sutherland's theory as well as social learning theory, providing a comprehensive explanation of how each theory approaches illegal behavior. Akers reviews research on various correlates and predictors of crime and delinquency that may be used as operational measures of differential association, reinforcement, and other social learning concepts. Akers proposes a new, integrated theory of social learning and social structure that links group diff erences in crime to individual conduct. He concludes with a cogent discussion of the implications of social learning theory for criminology and public policy. Now available in paperback, with a new introduction by the author, this volume will be invaluable to professionals and for use in courses in criminology and deviance.

The social learning theory of crime integrates Edwin H. Sutherland's diff erential association theory with behavioral learning theory. It is a widely accepted and applied approaches to criminal and deviant behavior. However, it is also widely misinterpreted, misstated, and misapplied. This is the fi rst single volume, in-depth, authoritative discussion of the background, concepts, development, modifications, and empirical tests of social learning theory. Akers begins with a personal account of Sutherland's involvement in criminology and the origins of his infl uential perspective. He then traces the intellectual history of Sutherland's theory as well as social learning theory, providing a comprehensive explanation of how each theory approaches illegal behavior. Akers reviews research on various correlates and predictors of crime and delinquency that may be used as operational measures of differential association, reinforcement, and other social learning concepts. Akers proposes a new, integrated theory of social learning and social structure that links group diff erences in crime to individual conduct. He concludes with a cogent discussion of the implications of social learning theory for criminology and public policy. Now available in paperback, with a new introduction by the author, this volume will be invaluable to professionals and for use in courses in criminology and deviance.

An indispensable resource for all levels, this handbook provides up-to-date, in-depth summaries of the most important theories in criminology. Provides original, cutting-edge, and in-depth summaries of the most important theories in criminology Covers the origins and assumptions behind each theory, explores current debates and research, points out knowledge gaps, and offers directions for future research Encompasses theory, research, policy, and practice, with recommendations for further reading at the end of each essay Features discussions of broad issues and topics related to the field, such as the correlates of crime, testing theory, policy, and prediction Clearly and accessibly written by leading scholars in the field as well as up-and-coming scholars

Social learning theory has been called the dominant theory of crime and delinquency in the United States, yet it is often misrepresented. This latest volume in the distinguished Advances in Criminological Theory series explores the impact of this theory. Some equate it with differential association theory. Others depict it as little more than a micro-level appendage to cultural deviance theories. There have been earlier attempts to clarify the theory's unique features in comparison to other theories, and others have applied it to broader issues. These efforts are extended in this volume, which focuses on developing, applying, and testing the theory on a variety of criminal and delinquent behavior. It applies the theory to treatment and prevention, moving social learning into a global context for the twenty-first century. This comprehensive volume includes the latest work, tests, and theoretical advances in social learning theory and will be particularly helpful to criminologists, sociologists, and psychologists. It may also be of interest to those concerned with current issues relating to delinquency, drug use/abuse, and drinking/alcohol abuse.

ABSTRACT: Social learning theory (Akers, 1973, 1977, 1985, 1998; Burgess & Akers, 1966) is an established general theory of criminal, deviant, and conforming behavior that finds substantial empirical support (e.g., Akers, Krohn, Lanza-Kaduce & Radosevich, 1979; Akers, La Greca, Cochran & Sellers, 1989; Alarid, Burton & Cullen, 2000; Krohn, Skinner, Massey & Akers, 1985). Although the theory provides insight into the processes that influence criminal behavior, the theory does not speak to the environments that produce such behavior--the domain of structural theories. Akers (1998) has suggested that social learning theory accounts for differences in crime rates through its mediation of structural effects on individual criminal behavior. He postulated that social structure acts as the distal cause of crime, affecting an individual̕s exposure to norm and norm-violating contingencies through the social learning process. Although the integrated cross level social structure-social learning theory (Akers, 1998) has received empirical attention, criminologists have not adequately tested the model (Akers, 1998; Bellair, Roscigno, & Vélez, 2003; Lanza-Kaduce & Capece, 2003; Lee, 1998; Lee, Akers & Borg, 2004). Akers (1999) and colleagues (Lee et al., 2004) have suggested that future research should test models that incorporate broader social structural measures, especially those derived theoretically. The present research contributes to the theoretical body of literature through its more complete measurement of the macrosocial correlates and theoretically defined structural causes dimensions posited by Akers (1998). Secondly, the study introduces possible linkages between social structure and the social learning process in an attempt to address the concerns of Krohn (1999), who suggested that the theory does not adequately do so, and Sampson (1999), who suggested that the theory is incapable of producing a priori, refutable macrosocial propositions. Although finding a relationship between social structure and social learning, the study finds no support for Akers̕ (1998) use of the mediation descriptor. Instead, the present research finds support for several moderator hypotheses, concluding that the social structure-social learning statement requires modification.

Today, more people want to know how to make a meaningful difference to what they care about. But for that, traditional approaches to learning often fall short. In this book, we offer a theoretical and practical way forward. We introduce the concept of social learning spaces for developing both new capabilities and a sense of agency. We provide a rich framework for focusing on the value of social learning spaces: how to generate this value, monitor it, and learn iteratively through the process. The book is a useful extension and refinement of 'communities of practice' for those familiar with the theory. For those who are not, the chapters will lay out a new way to approach learning. This volume is written to serve the needs of readers across fields, including researchers, educators, and leaders in business, government, healthcare, and international development.

An indispensable international resource, The SAGE Handbook of Criminological Theory provides readers with a clear overview of criminological theory, enabling them to reflect critically upon the traditional, emergent and desirable theoretical positions of the discipline.This handbook is essential for libraries and scholars of all levels studying the rapidly developing, interdisciplinary field of criminology.