Book Review: Verrill, S. W. (2008). Social Structure—Social Learning and Delinquency: Moderation or Mediaton? New York: LFB Scholarly. vii, 188 pp

• Date: 01 December 2009
• Published date: 01 December 2009
• DOI: 10.1177/0734016808325708
• Subject Matter: Articles

Book Reviews
481
Verrill, S. W. (2008). Social Structure–Social Learning and Delinquency:
Moderation or Mediaton? New York: LFB Scholarly. vii, 188 pp.
DOI: 10.1177/0734016808325708
In a pleasant surprise, Stephen W. Verrill, author of Social Structure–Social Learning and
Delinquency: Moderation or Mediation?, examines the interconnections between neighborhood
context, social learning theory, and delinquency. Verrill carefully and skillfully outlines the com-
plexities of social structure–social learning theory. Using quantitative data, Verrill was able to exam-
ine meditation and moderation models that test the connection between social structure, social
learning theory, and delinquency. This study does make a contribution to the literature and is an
important piece for the newest and the well-seasoned social scientists to read. The study begins with
two main purposes: (a) to contribute to the theoretical literature through a more complete measure-
ment of the macrosocial correlates and theoretically defined structural causes dimensions of social
learning theory and (b) to examine Akers’ idea that social learning theory mediates the structural
effects on crime and to introduce the idea that this process may be moderation rather than mediation.
To accomplish these purposes, Verrill guides the reader through the chapters of the text in an easy
manner. However, in some places, the chapters are very dense making it easy for novices to social
structure–social learning theory to get lost. Of course, this is a tradeoff given that the theory is very
complex.
In the first chapter, Verrill sets the stage for his study with examination of the problem of delin-
quency and the issues surrounding social structure–social learning theory. In this chapter, Verrill’s
content was thorough with a clear distinction as to what is going to occur in the text. The author is
focused and clear about the direction of the study.
In chapter 2, Verrill develops a rhythmic flow of information in...