字神帝國英語天地

今日主題：Teachers' Racial Biases Have Different Effects for High Versus Low Performers / 優劣不同，偏見不同

洪欣老師推薦：托福聽力最好的課外教材：60-Second Science

康康精選托福會考的主題，堅持每天精聽一定會進步的哦!!

建議方法：
1. 先聽兩三遍 (不看文稿)
2. 再一句一句聽寫 (每句都要聽寫數遍，直到寫出85%以上的字)
3. 最後check文稿，看哪聽不出來，單字沒背過，還是發音不熟。
4. 堅持天天聽，就能每天進步哦。

MP3音檔 (按右鍵可下載聽)：喜歡的同學，幫忙推或按讚哦~~
http://yiwen.cdstm.cn/atta…/resource/201512/…/131812gx6U.mp3

只有音檔怎夠，聽不懂地方，不用怕，康康幫你準備好中英文稿了：

中英文稿：
The ways teachers view their students can influence how teachers teach. Which affects how and what students learn. Now a study finds that a teacher’s racial biases come into play in different ways for high-achieving kids versus low-performing ones.
老師們看待學生的態度會影響他們如何教學生，而這又會影響學生們如何學習以及學什麼。目前，一項研究發現老師對優秀的學生和差等生的種族偏見表現得完全不一樣。

“There are actually students who are experiencing different perceptions—and those different perceptions play into very specific stereotypes and ideas about capabilities.”
“學生們其實往往受到不同的看待——那些對他們能力的印象和想法總是非常模式化。”

Sociologist Yasmiyn Irizarry of the University of Texas at Austin. She published her findings in the journal Social Science Research. [Yasmiyn Irizarry, Selling students short: Racial differences in teachers’ evaluations of high, average, and low performing students]
德克薩斯大學奧斯丁分校的社會學家耶斯米亞•伊裡薩里在社會科學研究雜誌上發表了她的發現。

Irizarry used data from the Early Childhood Longitudinal Study collected by the National Center for Education Statistics. She compared the test scores of more than 10,000 first graders to how teachers ranked their students in comparison to all other first graders.
伊裡薩里借用了由美國國家教育統計中心在早期幼稚教育縱向研究中收集的資料。她將一萬多名一年級學生的考試成績與老師對比其他一年級學生對他們做出的排名做了對比。

Teachers made accurate ratings of average students, regardless of race. But when considering students of color, teachers rated low-performing Black, Asian and Latino students more positively than they did their low-performing white students. And teachers ranked high-performing minority students lower than white students at the same level. Interestingly, the race of the teacher was not a factor in the skewed evaluations based on the race of the students.
對於中等學生，不論什麼種族，老師們可以給出準確的排名。但是對於較差的學生，當涉及到有色人種時，老師們給黑人、亞洲和拉丁美洲學生的排名比他們實際排名更靠前，而對白人學生的排名比實際排名更後。而對於優秀的學生，老師們會同樣程度地給有色人種學生比實際更靠後的排名，而給白人學生比實際更靠前的排名。

On both ends of the spectrum, the teachers’ predispositions could have detrimental effects on students. Either by insufficiently challenging gifted kids or not fully recognizing the needs of struggling young students.
有趣的是，在這由於學生種族不同造成的傾斜評價中，老師本身的種族卻不是一個影響因素。不論是對優秀學生還是較差的學生，老師的這種評價傾向對他們都有不好的影響——要麼是有天賦，卻得不到足夠的挑戰性；要麼是苦苦掙扎，需求卻得不到滿足。