SOCIAL LEARNING THEORY

The basic assumption in social learning theory is that the same learning process in a context

of social structure, interaction, and situation, produces both conforming and deviant behavior.

The difference lies in the direction . . . [of] the balance of influences on behavior.

Outline

1. Introduction

2. Origin and Overview of Social Learning Theory

3. Differential Association

4. Definitions

5. Differential Reinforcement

6. Imitation

7. Social Structure and Social Learning

8. Future Directions

9. Conclusion

I. Introduction

The purpose of this research paper is to provide an overview of Akers‘s social learning theory

with attention to its theoretical roots in Sutherland‘s differential association theory and the

behavioral psychology of Skinner and Bandura. Empirical research testing the utility of social

learning theory for explaining variation in crime or deviance is then reviewed; this is

followed by a discussion of recent macrolevel applications of the theory (i.e., social structure

and social learning). The research paper concludes with a brief offering of suggestions for

future research and a summary of the importance of social learning theory as a general theory

in the criminological literature.

II. Origin and Overview of Social Learning Theory

Burgess and Akers‟s (1966) differential association-reinforcement theory was an effort

to meld Sutherland‘s (1947) sociological approach in his differential association theory and

principles of behavioral psychology. This was the foundation for Akers‘s (1968, 1973; Akers,

Krohn, Lanza-Kaduce, & Radosevich, 1979) further development of the theory, which he

came more often to refer to as social learning theory. Sutherland‘s differential association
theory is contained in nine propositions:

1. Criminal behavior is learned.

2. Criminal behavior is learned in interaction with other persons in a process of

communication.

3. The principal part of the learning of criminal behavior occurs within intimate personal

groups.

4. When criminal behavior is learned, the learning includes (a) techniques of committing

the crime, which are sometimes very complicated, sometimes very simple, and (b) the

specific direction of motives, drives, rationalizations, and attitudes.

5. The specific direction of motives and drives is learned from definitions of the legal

codes as favorable or unfavorable.

6. A person becomes delinquent because of an excess of definitions favorable to

violation of law over definitions unfavorable to violation of the law.

7. The process of learning criminal behavior by association with criminal and anti-

criminal patterns involves all of the mechanisms that are involved in any other

learning.

8. Although criminal behavior is an expression of general needs and values, it is not

explained by those general needs and values, because noncriminal behavior is an

expression of the same needs and values.

9. Differential association varies in frequency, duration, priority, and intensity. The most

frequent, longest-running, earliest and closest influences will be most efficacious or

determinant of learned behavior. (pp. 6–7)

Sutherland (1947) referred to the sixth statement as the principle of differential

association. According to Sutherland, an individual learns two types of definitions toward

committing a particular behavior. He can either learn favorable definitions from others that

would likely increase the probability that he will commit the behavior, or he can learn
unfavorable definitions that would likely decrease the probability that he would engage in a

particular behavior. Stated in terms of criminal involvement, when an individual learns

favorable definitions toward violations of the law in excess of the definitions unfavorable to

violations of the law, that individual is more likely to commit the criminal act(s).

Learning favorable versus unfavorable definitions can also be described as a process whereby

individuals attempt to balance pro-criminal definitions against prosocial or conforming

definitions. It is logical to assume that individuals learn favorable or pro-criminal definitions

for committing crime from those involved in crime themselves (i.e., the criminals) and, in

contrast, learn unfavorable definitions for committing crime from those individuals who are

not involved in crime, and this assumption is supported empirically. It should be

remembered, however, that it is possible for law-abiding persons to expose individuals to

pro-criminal attitudes and definitions, just as it is possible for an individual to learn

conforming definitions from criminals (see Cressey, 1960, p. 49).

According to Sutherland‘s (1947) seventh principle, the theory does not merely state that

being associated with criminals leads to crime or that being associated with law-abiding

persons leads to conforming behavior. It is the nature, characteristics, and balance of the

differential association that affect an individual‘s likelihood of violating the law. More

specifically, if a person is exposed to pro-criminal definitions first (priority), and these

definitions increase in frequency and strength (intensity) and persist for some time (duration),

the individual is more likely to demonstrate involvement in criminal and deviant acts.

Although Sutherland‘s (1947) differential association theory began to accumulate a rather

large amount of attention throughout the sociological and criminological literature in the

years after its emergence, Burgess and Akers (1966) noted that the theory had still failed to

receive considerable empirical support and had yet to be adequately modified in response to

some of its shortcomings and criticisms.

Some of these issues included the inconsistency both within and between studies regarding

the support for differential association and a common criticism among scholars on the

difficulty of operationalizing the theory‘s concepts. In response to these criticisms and the

prior failure of differential association theorists in specifying the learning process of the
theory, Burgess and Akers presented their reformulated version of the theory, that is,

differential association-reinforcement theory.

To describe their revised version in terms of its modifications and derivations from the

original theory (as exemplified in Sutherland‘s [1947] nine principles), Burgess and Akers

(1966) offered the following seven principles that illustrate the process wherein learning takes place: 1.
Criminal behavior is learned according to the principles of operant conditioning

(reformulation of Sutherland‘s Principles 1 and 8).

2. Criminal behavior is learned both in nonsocial situations that are reinforcing or

discriminative and through that social interaction in which the behavior of other

persons is reinforcing or discriminative for criminal behavior (reformulation of

Sutherland‘s Principle 2).

3. The principal part of the learning of criminal behavior occurs in those groups whi

ch comprise the individual‘s major source of reinforcements (reformulation of

Sutherland‘s Principle 3).

4. The learning of criminal behavior, including specific techniques, attitudes, and

avoidance procedures, is a function of the effective and available reinforcers, and the

existing reinforcement contingencies (reformulation of Sutherland‘s Principle 4).

5. The specific class of behaviors which are learned and their frequency of occurrence

are a function of the reinforcers which are effective and available, and the rules or

norms by which these reinforcers are applied (reformulation of Sutherland‘s Principle

5).

6. Criminal behavior is a function of norms which are discriminative for criminal

behavior, the learning of which takes place when such behavior is more highly

reinforced than noncriminal behavior (reformulation of Sutherland‘s Principle 6).

7. The strength of criminal behavior is a direct function of the amount, frequency, and

probability of its reinforcement (reformulation of Sutherland‘s Principle 7). (pp. 132–

145)1

Akers (1973, 1977, 1985, 1998) has since discussed modifications to this original serial

list and has further revised the theory in response to criticisms, theoretical and empirical
developments in the literature, and to ease the interpretation and explanations of the key

assumptions of social learning theory, but the central tenets remain the same. It is important

to note here that, contrary to how social learning is often described in the literature, social

learning is not a rival or competitor of Sutherland‘s (1947) theory and his original

propositions. Instead, it is offered as a broader theory that modifies and builds on

Sutherland‘s theory and integrates this theoretical perspective with aspects of other scholars‘

principles explicated in behavioral learning theory, in particular behavioral acquisition,

continuation, and cessation (see Akers, 1985, p. 41). Taken together, social learning theory is

presented as a more comprehensive explanation for involvement in crime and deviance

compared with Sutherland‘s original theory; thus, any such support that it offered for

differential association theory provides support for social learning theory, and findings that

support social learning theory do not negate/discredit differential association theory.

The behavioral learning aspect of Akers‘s social learning theory (as first proposed by Burgess

and Akers, 1966) draws from the classical work of B. F. Skinner, yet, more recently, Akers

(1998) commented on how his theory is more closely aligned with cognitive learning theories

such as those associated with Albert Bandura (1977), among others. According to Burgess

and Akers (1996) and, later, Akers (1973, 1977, 1985, 1998), the specific mechanisms by

which the learning process takes place are primarily through operant conditioning or

differential reinforcement. Stated more clearly, operant behavior, or voluntary actions taken

by an individual, are affected by a system of rewards and punishments. These reinforcers and

punishers (described later) ultimately influence an individual‘s decision of whether to

participate in conforming and/or nonconforming behavior.

Burgess and Akers (1966) originally considered the imitation element of the behavioral

learning process (or modeling) to be subsumed under the broad umbrella of operant

conditioning; that is, imitation was itself seen as simply one kind of behavior that could be

shaped through successive approximations and not a separate behavioral mechanism.

However, Akers later began to accept the uniqueness of the learning mechanism of imitation

from operant or instrumental learning and to discuss it in terms of observational learning or

vicarious reinforcement. Burgess and Akers also recognized the importance of additional
behavioral components and principles of learning theory, such as classical conditioning,

discriminative stimuli, schedules of reinforcement, and other mechanisms.

Considering the brief overview of social learning theory as described earlier, the central

assumption and proposition of social learning theory can be best summarized in the two

following statements:

The basic assumption in social learning theory is that the same learning process in a context

of social structure, interaction, and situation, produces both conforming and deviant behavior.

The difference lies in the direction . . . [of] the balance of influences on behavior.

The probability that persons will engage in criminal and deviant behavior is increased and the

probability of their conforming to the norm is decreased when they differentially associate

with others who commit criminal behavior and espouse definitions favorable to it, are

relatively more exposed in-person or symbolically to salient criminal/deviant models, define

it as desirable or justified in a situation discriminative for the behavior, and have received in

the past and anticipate in the current or future situation relatively greater reward than

punishment for the behavior. (Akers, 1998, p. 50)

It is worth emphasizing that social learning theory is a general theory in that it offers an

explanation for why individuals first participate in crime and deviance, why they continue to

offend, why they escalate/deescalate, why they specialize/generalize, and why they choose to

desist from criminal/deviant involvement. Social learning theory also explains why

individuals do not become involved in crime/deviance, instead opting to participate only in

conforming behaviors. Thus, considering the generality of the theory as an explanation for an

individual‘s participation in (or lack thereof) prosocial and pro-criminal behaviors, more

attention is devoted in the following paragraphs to fleshing out the four central concepts of

Akers‘s social learning theory that have received considerable (yet varying) amounts of

attention and empirical support in the criminological literature: differential association,

definitions, differential reinforcement, and imitation (Akers, 1985, 1998; Akers et al., 1979).

III. Differential Association

The differential association component in Akers‘s social learning theory is one of primary

importance. Although its significance cannot simply be reduced to having ―bad‖ friends, the
individuals with whom a person decides to differentially associate and interact (either directly

or indirectly) play an integral role in providing the social context wherein social learning

occurs. An individual‘s direct interaction with others who engage in certain kinds of behavior

(criminal/deviant or conforming) and expose the individual to the norms, values, and attitudes

supportive of these behaviors affects the decision of whether the individual opts to participate

in a particular behavior.

Akers has indicated that family and friends (following Sutherland‘s [1947] emphasis on

―intimate face-to-face‖ groups) are typically the primary groups that are the most salient for

exposing an individual to favorable/unfavorable definitions and exhibiting conforming and/or

nonconforming behaviors. For the most part, learning through differential association occurs

within the family in the early childhood years and by means of the associations formed in

school, leisure, recreational, and peer groups during adolescence. In contrast, during young

adulthood and later in life, the spouses, work groups, and friendship groups typically assume

the status of the primary group that provides the social context for learning. Secondary or

reference groups can also indirectly provide the context for learning if an individual

differentially associates him or herself with the behaviors, norms, values, attitudes, and

beliefs with groups of individuals, including neighbors, church leaders, schoolteachers, or

even what Warr (2002) called virtual groups, such as the mass media, the Internet, and so on.

According to the theory, the associations that occur early (priority); last longer or occupy a

disproportionate amount of one‘s time (duration); happen the most frequently; and involve

the intimate, closest, or most important partners/peer groups (intensity) will likely exert the

greatest effect on an individual‘s decision to participate in either conforming or

nonconforming behavior. Taking these elements into consideration, the theory proposes that

individuals are exposed to pro-criminal and prosocial norms, values, and definitions as well

as patterns of reinforcement supportive of criminal or prosocial behavior. The more an

individual is differentially associated and exposed to deviant behavior and attitudes

transmitted by means of his or her primary and secondary peer groups, the greater his or her

probability is for engaging in deviant or criminal behavior:

which all of the mechanisms of social learning operate. They not only expose one to

definitions, but they also present one with models to imitate and differential reinforcement

(source, schedule, value, and amount) for criminal or conforming behavior. (Akers & Sellers,

2004, pp. 85–86)

IV. Definitions

Definitions are one‘s own orientations and attitudes toward a given behavior. These personal

as opposed to peer and other group definitions (i.e., differential association) are influenced by

an individual‘s justifications, excuses, and attitudes that consider the commission of a

particular act as being more right or wrong, good or bad, desirable or undesirable, justified or

unjustified, appropriate or inappropriate. Akers considered these definitions to be expressed

in two types: (1) general and (2) specific. General beliefs are one‘s personal definitions that

are based on religious, moral, and other conventional values. In comparison, specific beliefs

are personal definitions that orient an individual either toward committing or away from

participating in certain criminal or deviant acts. For example, an individual may believe that

it is morally wrong to assault someone and choose not to partake in or condone this sort of

violence. Yet, despite his belief toward violence, this same individual may not see any moral

or legal wrong in smoking a little bit of marijuana here and there.

Akers also has discussed personal definitions as comprising either conventional beliefs or

positive or neutralizing beliefs. Conventional beliefs are definitions that are negative or

unfavorable toward committing criminal and deviant acts or favorable toward committing

conforming behaviors. In contrast, positive or neutralizing beliefs are those that are

supportive or favorable toward crime and deviance. A positive belief is a definition an

individual holds that committing a criminal or deviant act is morally desirable or wholly

permissible. For instance, if an individual believes that it is ―cool‖ and wholly acceptable to

get high on marijuana, then this is a positive belief favorable toward smoking marijuana. Not

all who hold this attitude will necessarily indulge, but those who adhere to these definitions

have a much higher probability of using marijuana than those who hold to conventional or

negative definitions. A neutralizing belief also favors the commission of a criminal or deviant
act, but this type of belief is influenced by an individual‘s justifications or excuses for why a

particular behavior is permissible. For instance, one may have an initially negative attitude

toward smoking marijuana but through observation of using models and through associating

with users come to accept it as not really bad, or not as harmful as using alcohol, or otherwise

come to justify or excuse its use.

Akers‘s conceptualization of neutralizing definitions incorporates notions of verbalizations,

techniques of neutralization, and moral disengagement that are apparent in other behavioral

and criminological literatures (see Bandura, 1990; Cressey, 1953; Sykes & Matza, 1957).

Examples of these neutralizing definitions (i.e., justifications, rationalizations, etc.) include

statements such as ―I do not get paid enough, so I am going to take these office supplies‖;

―The restaurant makes enough money, so they can afford it if I want to give my friends some

free drinks‖; ―I was under the influence of alcohol, so it is not my fault‖; and ―This individual

deserves to get beat up because he is annoying.‖ These types of beliefs have both a cognitive

and behavioral effect on an individual‘s decision to engage in criminal or deviant behavior.

Cognitively, these beliefs provide a readily accessible system of justifications that make an

individual more likely to commit a criminal or deviant act. Behaviorally, they provide an

internal discriminative stimulus that presents an individual with cues as to what kind of

behavior is appropriate/justified in a particular situation. For example, if a minimum-wage

employee who has been washing dishes full-time at the same restaurant for 5 years suddenly

gets his or her hours reduced to part-time because the manager chose to hire another part-time

dishwasher, then the long-time employee might decide to steal money from the register or

steal food because she believes that she has been treated unjustly and ―deserves‖ it.

Akers and Silverman (2004) went on to argue that some personal definitions are so intense

and ingrained into an individual‘s learned belief system, such as the radical ideologies of

militant and/or terrorists groups, that these definitions alone exert a strong effect on an

individual‘s probability of committing a deviant or criminal act. Similarly, Anderson‘s (1999)

―code of the street‖ can serve as another example of a personal definition that is likely to

have a significant role in motivating an individual to participate in crime or deviance. For

(who resides in the same area) flaunting nice jewelry, then the urban juvenile might feel

justified in ―jumping‖ the kid and taking his jewelry because of the code of the street or the

personal belief that ―might makes right.‖ Despite these examples, Akers suggested that the

majority of criminal and deviant acts are not motivated in this way; they are either weak

conventional beliefs that offer little to no restraint for engaging in crime/deviance or they are

positive or neutralizing beliefs that motivate an individual to commit the criminal/deviant act

when faced with an opportunity or the right set of circumstances.

V. Differential Reinforcement

Similar to the mechanism of differential association, whereby an imbalance of norms, values,

and attitudes favorable toward committing a deviant or criminal act increases the probability

that an individual will engage in such behavior, an imbalance in differential reinforcement

also increases the likelihood that an individual will commit a given behavior. Furthermore,

the past, present, and future anticipated and/or experienced rewards and punishments affect

the probability that an individual will participate in a behavior in the first place and whether

he or she continues or refrains from the behavior in the future. The differential reinforcement

process operates in four key modes: positive reinforcement, negative reinforcement, positive

punishment, and negative punishment.

Consider the following scenario. John is a quiet and shy boy who has difficulty making

friends. Two of his classmates approach him on the playground and tell him that they will be

his friend if he hits another boy because they do not like this particular child. John may know

that hitting others is not right, but he decides to go along with their suggestion in order to

gain their friendship. Immediately after he punches the boy, his classmates smile with

approval and invite John to come over to their house after school to play with them. This peer

approval serves as positive reinforcement for the assault. Positive reinforcement can also be

provided when a behavior yields an increase in status, money, awards, or pleasant feelings.

Negative reinforcement can increase the likelihood that a behavior will be repeated if the act

allows the individual to escape or avoid adverse or unpleasant stimuli. For example, Chris

hates driving to and home from work because every day he has to drive through the same
speed trap on the interstate. One day, Chris decides to come into work 1 hour early so he can

in turn leave 1 hour early. Chris realizes that by coming in early and subsequently leaving

early, he is able to avoid the speed trap because the officers are not posted on the interstate

during his new travel times. He repeats this new travel schedule the following day, and once

again he avoids the speed trap. His behavior (coming in an hour early and leaving an hour

early) has now been negatively reinforced because he avoids the speed trap (i.e., the negative

stimulus).

In contrast to reinforcers (positive and negative), there are positive and negative punishers

that serve to increase or decrease the probability of a particular behavior being repeated. For

example, Rachel has always had a designated driver when she decides to go out to the bar on

Friday nights, but on one particular night she decides to drive herself to and from the local

bar. On her way home, she gets pulled over for crossing the yellow line and is arrested for

driving under the influence. Her decision and subsequent behavior to drink and drive resulted

in a painful and unpleasant consequence: an arrest (a positive punishment).

This last scenario is an example of negative punishment. Mark‘s mom decides to buy him a

new car but tells him not to smoke cigarettes in the car. Despite his mom‘s warning, Mark

and his friends still decide to smoke cigarettes in the vehicle. His mom smells the odor when

she chooses to drive his car to the grocery store one day and decides to take away Mark‘s

driving privileges for 2 months for not following her rules. Mark‘s behavior (smoking

cigarettes in the car) has now been negatively punished (removal of driving privileges).

Similar to differential association, there are modalities for differential reinforcement; more

specifically, rewards that are higher in value and/or are greater in number are more likely to

increase the chances that a behavior will occur and be repeated. Akers clarified that the

reinforcement process does not necessarily occur in an either–or fashion but instead operates

according to a quantitative law of effect wherein the behaviors that occur most frequently and

are highly reinforced are chosen in favor of alternative behaviors.

VI. Imitation

Imitation is perhaps the least complex of the four dimensions of Akers‘s social learning

theory. Imitation occurs when an individual engages in a behavior that is modeled on or

behavior of potential models either directly or indirectly (e.g., through the media).

Furthermore, the characteristics of the models themselves, the behavior itself, and the

observed consequences of the behavior all affect the probability that an individual will

imitate the behavior. The process of imitation is often referred to as vicarious reinforcement

(Bandura, 1977). Baldwin and Baldwin (1981) provided a concise summary of this process:

Observers tend to imitate modeled behavior if they like or respect the model, see the model

receive reinforcement, see the model give off signs of pleasure, or are in an environment

where imitating the model‘s performance is reinforced. . . . Inverse imitation is common

when an observer does not like the model, sees the model get punished, or is in an

environment where conformity is being punished. (p. 187)

Although social learning theory maintains that the process of imitation occurs throughout an

individual‘s life, Akers has argued that imitation is most salient in the initial acquisition and

performance of a novel or new behavior. Thus, an individual‘s decision to engage in crime or

deviance after watching a violent television show for the first time or observing his friends

attack another peer for the first time provides the key social context in which imitation can

occur. Nevertheless, the process of imitation is still assumed to exert an effect in maintaining

or desisting from a given behavior.

VIII. Social Structure and Social Learning: Theoretical

Assumptions and Preliminary Evidence

Akers‘s social learning theory has explained a considerable amount of the variation in

criminal and deviant behavior at the individual level (see Akers & Jensen, 2006), and Akers

(1998) recently extended it to posit an explanation for the variation in crime at the

macrolevel. Akers‘s social structure and social learning (SSSL) theory hypothesizes that there

are social structural factors that have an indirect effect on individuals‘ behavior. The indirect

effect hypothesis is guided by the assumption that the effect of these social structural factors

is operating through the social learning variables (i.e., differential association, definitions,

differential reinforcement, and imitation) that have a direct effect on individuals‘ decisions to

engage in crime or deviance. Akers (1998; Akers & Sellers, 2004, p. 91) identified four
specific domains of social structure wherein the social learning process can operate:

1. Differential social organization refers to the structural correlates of crime in the

community or society that affect the rates of crime and delinquency, including age

composition, population density, and other attributes that lean societies, communities,

and other social systems ―toward relatively high or relatively low crime rates‖ (Akers,

1998, p. 332).

2. Differential location in the social structure refers to sociodemographic characteristics

of individuals and social groups that indicate their niches within the larger social

structure. Class, gender, race and ethnicity, marital status, and age locate the positions

and standing of persons and their roles, groups, or social categories in the overall

social structure.

3. Theoretically defined structural variables refer to anomie, class oppression, social

disorganization, group conflict, patriarchy, and other concepts that have been used in

one or more theories to identify criminogenic conditions of societies, communities, or

groups.

4. Differential social location refers to individuals‘ membership in and relationship to

primary, secondary, and reference groups such as the family, friendship/peer groups,

leisure groups, colleagues, and work groups.

With attention to these social structural domains, Akers contended that the differential social

organization of society and community and the differential locations of individuals within the

social structure (i.e., individuals‘ gender, race, class, religious affiliation, etc.) provide the

context in which learning occurs (Akers & Sellers, 2004, p. 91). Individuals‘ decisions to

engage in crime/deviance are thus a function of the environment wherein the learning takes

place and the individuals‘ exposure to deviant peers and attitudes, possession of definitions

favorable to the commission of criminal or deviant acts, and interactions with deviant models.

Stated in terms of a causal process, if the social learning variables mediate social structural

effects on crime as hypothesized, then (a) the social structural variables should exhibit direct

effects on the social learning variables; (b) the social structural variables should exert direct

effects on the dependent variable; and (c) once the social learning variables are included in
the model, these variables should demonstrate strong independent effects on the dependent

variable, and the social structural variables should no longer exhibit direct effects on the

dependent variable, or at least their direct effects should be substantially reduced.

Considering the relative novelty of Akers‘s proposed social structure and social learning

theory, only a handful of studies thus far have attempted to examine its theoretical

assumptions and/or its mediation hypothesis. However, the few preliminary studies to date

have demonstrated positive findings in support of social structure and social learning for

delinquency and substance use, elderly alcohol abuse, rape, violence, binge drinking by

college students, and variation in cross-national homicide rates (Akers & Jensen, 2006). Yet,

despite the consistency of positive preliminary findings in support of Akers‘s social structure

and social learning theory, there are some non-supportive findings, and it is still too soon to

make a definitive statement that social learning is the primary mediating force in the

association between social structure and crime/deviance. Nevertheless, these few studies

provide a suitable benchmark against which future studies testing the theory can build upon

and improve.

IX. Future Directions

The future of social learning theory lies along three paths. First, there will continue to be

further and more accurate tests of social learning at the micro- or process level (i.e., at the

level of differences across individuals), including measures of variables from other

criminological theories, and these studies will use better measures of all of the central

concepts of the theory. Having said this, it is not likely that the empirical findings will be

much different from the research so far, but these future studies should continue to include

more research on social leaning explanations of the most serious and violent criminal

behavior as well as white-collar and corporate crime.

Second, there is need for continued development and testing of the SSSL model, again using

better measures. A very promising direction that this could take would follow the lead of

Jensen and Akers (2003, 2006) to extend the basic social learning principles and the SSSL

model ―globally‖ to the most macrolevel. Structural theories at that level are more apt to be
valid the more they reference or incorporate the most valid principles found at the individual

level, and those are social learning principles.

Third, social learning principles will continue to be applied in cognitive–behavioral (Cullen,

Wright, Gendreau, &Andrews, 2003) prevention, treatment, rehabilitation, and correctional

programs and otherwise provide some theoretical underpinning for social policy. Research on

the application and evaluations of such programs have thus far found them to be at least

moderately effective (and usually more effective than alternative programs), but there are still

many unanswered questions about the feasibility and effectiveness of programs designed

around social learning theory.

Future research along all of these lines is also more likely to be in the form of longitudinal

studies over the life course and to be cross-cultural studies of the empirical validity of the

theory in different societies. If social learning is truly a general theory, then it should have

applicability to the explanation and control of crime and deviance not only in American and

Western societies but also societies around the world. There have already been some cross-

cultural studies supporting the social learning theory (see, e.g., Hwang &Akers, 2003; Miller,

Jennings, Alvarez-Rivera, & Miller, 2008), but much more research needs to examine both

how well the theory holds up in different societies and on how much variation there is in the

effects of the social learning variables in different cultures.

X. Conclusion

The purpose of this research paper was to provide a historical overview of the theoretical

development of Akers‘s social learning theory, review the seminal research testing the

general theory, and discuss the recently proposed macrolevel version of social learning theory

(i.e., social structure and social learning), as well as offer suggestions of where future

research may wish to proceed in order to further advance the status of the theory. What is

clear from the research evidence presented in this research paper, along with a number of

studies that have not been specifically mentioned or discussed in this research paper (for a
review, see Akers & Jensen, 2006), is that social learning has rightfully earned its place as a

general theory of crime and deviance. One theorist has referred to it (along with control and

strain theories) as constituting the ―core‖ of contemporary criminological theory (Cullen,

Wright, & Blevins, 2006). The theory has been rigorously tested a number of times, not only

by the theorist himself but also by other influential criminologists and sociologists; it has

been widely cited in the scholarly literature and in textbooks; it is a common topic covered in

a variety of undergraduate and graduate courses; and it provides a basis for sound policy and

practice.

Ultimately, the task levied at any general theory of crime and deviance is that it should be

able to explain crime/deviance across crime/deviance type, time, place, culture, and context.

Therefore, if past behavior is the best predictor of future behavior, then the expectation is that

social learning theory will continue to demonstrate its generalizability across these various

dimensions and that future tests of Akers‘s SSSL theory will also garner support as a

macrolevel explanation of crime. Yet these outcomes are indeed open to debate. No theory

can account for all variations in criminal behavior. Only through the process of continuing to

subject the theory and its macrolevel version to rigorous and sound empirical tests in

sociology and criminology can it be determined how much the theory can account for on its

own and in comparison to other theories.