Social Learning Theories: An Overview
During the last two decades we have witnessed the rediscovery, creation, or validation of a diversity of social learning theories. These theories have provided us with a common language with which we can communicate about the affects of social learning theories of academic performance of minority and deprived children.
The study of social learning theories enables the school to better understand both how young African-American male children think about school-related processes and how they likely feel about themselves in relation to the process. The school's understanding of both the cognitive and the affective characteristics of deprived children may be termed "empathic." One way of showing empathy to children is by designing effective classroom environments that consider the cognitive and affect levels of the children ( Butler, 1988; Hilliard, 1989).
The major emphasis of social learning theories is on environmental learner interaction. The learning of behaviors that are socially accepted, as well as those that are not, is "social learning." This view is supported by Stuart ( 1989) who maintained that social learning theories attempt to describe the process by which we come to know