CONTINUING EDUCATION: TOWARD A LIFE-COURSE PERSPECTIVE ON SOCIAL LEARNING.

Sutherland's differential association theory and the life course perspective have at times been conceptualized as contrasting theories of criminal behavior. I argue instead that our understanding of delinquency, the dynamics underlying criminal persistence and desistance, and intergenerational patterns, will be enhanced by a more explicit integration of these two traditions. I focus on family processes, as these are foundational intimate relationships that remain underappreciated as a source of lifelong learning and influence. While family support and variations in parental supervision have been amply investigated, 'direct transmission' takes place within the family as well as within the confines of the more heavily studied world of adolescent peer groups. I identify five dimensions of direct transmission, and illustrate these dynamic processes with qualitative data from two longitudinal studies and results of recent quantitative analyses. The analysis is generally in line with Sutherland's original formulation, but includes several extensions and modifications. It is important to include a role for human agency, and for 'non-criminal' definitions and lifestyle factors, in addition to the directly criminogenic definitions Sutherland and subsequent researchers have emphasized. The focus on social processes is, however, consistent with Sutherland's goal of highlighting limitations of psychological and biological differences explanations.