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Association: Name: American Society of Criminology (ASC) URL: http://www.asc41.com
Citation: URL: http://www.allacademic.com/meta/p155737_index.html Direct Link: HTML Code:

Verrill, Stephen. "Social Structure and Social Learning in Delinquency: A Partial Test of Akers’ Social Structure-Social Learning Model" Paper presented at the annual meeting of the American Society of Criminology (ASC), Los Angeles Convention Center, Los Angeles, CA, Oct 31, 2006 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p155737_index.html>

Verrill, S. W. , 2006-10-31 "Social Structure and Social Learning in Delinquency: A Partial Test of Akers’ Social Structure-Social Learning Model" Paper presented at the annual meeting of the American Society of Criminology (ASC), Los Angeles Convention Center, Los Angeles, CA <Not Available>. 2009-05-24 from http://www.allacademic.com/meta/p155737_index.html

Publication Type: Poster Abstract: Social learning theory is an established general theory of criminal, deviant, and conforming behavior that finds substantial empirical support. 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 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 individual’s exposure to norm and norm-violating contingencies through the social learning process. Although the integrated cross-level social structure-social learning theory has received empirical attention, criminologists have not adequately tested the model. 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. The present study tests social structure-social learning hypotheses on data obtained from a sample of high school students that was merged with U.S. Census block group data (N=1062). Although finding a relationship between social structure and social learning, the study finds no support for Akers’ 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.

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