How might an individual's environment influence their behavior and learning? When answering the question, be sure to address how an individual in a high-crime versus a low-crime area would learn through operant conditioning.

Albert Bandura's research on socialization focused on modeling, or "imitation learning." In his work, he noted that children often learn new behaviors simply by watching others perform them. Thus, the early learning experiences of children in their homes shapes both what and how they will learn. Children who see parents reading, discussing, and listening are more likely to learn those modeled behaviors. Children whose parents are absent due to working multiple jobs or because they live in single-parent households will not have as many opportunities for these early experiences.
Since so many neuropathways are laid down by age five during rapid brain development, a lack of parental influence during this time can affect children in multiple ways. Parents of lower incomes are less likely to be able to purchase (sometimes expensive) foods that are known to support optimal brain development, instead being forced through income to purchase less healthy but cheaper foods. They are less likely to be able to provide "enriching" learning experiences, such as ballet or violin lessons, that often come at an additional cost. Those potential neuropathways can still be developed over time and later in life, but it is more difficult.
B. F. Skinner first used the term "operant conditioning" to explain how consequences (both positive and negative) influence human behavior. In classic research terms, a rat who presses a blue button and receives a treat is more inclined to repeat that behavior than after he presses a red button and receives a mild shock. Parents, of course, are human to a fault and reward the wrong behaviors without thinking about it sometimes. If a child is crying for a toy in a store and the parent gives in and buys it, the child has received positive reinforcement linking crying to getting what is desired.
Looking at both of these theories provides some additional insight into how learning and behavior could be influenced in areas of high and low crime. In examining a high-crime area, a murder could remove a negative stimulus from a child's environment, thereby increasing the likelihood of learning this behavior. Dealing drugs may provide enough money to purchase needed groceries or wanted electronics, providing a positive reinforcement for learning and retaining this behavior. Often in areas of high crime, children do not see any (or very many) positive reinforcers for following the law.
In a low-crime area, a child may only witness from a distance the negative consequences of those who break the law. He does not see the positive reinforcers (more money, perhaps an elevated social position) for committing crimes, so those behaviors are not positively reinforced. Children who grow up in areas of low crime see and experience obtaining food, clothing, and shelter by non-criminal means. In small "crimes" the child may commit, there is a greater likelihood of a negative consequence that will then be applied to other situations.
One of the criticisms of these theories is that they do not factor in the individuality of humans to a significant degree. Not all kids who grow up in high-crime areas will grow up to learn those behaviors through operant conditioning or modeling, and plenty of people who grow up in relatively crime-free neighborhoods exhibit unwanted social behaviors. However, statistically there are some links that reinforce these theories. There also needs to be a distinction in some of the research qualifying "high" crime or "low" income, as there are vast variations in such descriptors. Situations which are more desperate have the capacity of reinforcing more criminal or unwanted behaviors through prolonged and repeated exposure.
https://books.google.com/books?hl=en&lr=&id=xcB8R9DVOUwC&oi=fnd&pg=PA1&dq=influence+of+environment+on+behavior+and+learning&ots=HRSAP9u4mE&sig=DX-Ec43JnNkvaU5xkQtsqxZTwXs

https://scholarlycommons.law.northwestern.edu/cgi/viewcontent.cgi?article=5312&context=jclc