【聽力】“窮”孩子在學(xué)?？赡芴^“有禮貌”了

家庭經(jīng)濟(jì)背景不同的孩子，在班級(jí)里表現(xiàn)也不同。比如，工人階級(jí)出身的孩子跟他們中產(chǎn)階級(jí)的同學(xué)相比，比較不善于向老師求助。而且就算向老師求助了，他們也對(duì)其并不太上心。該結(jié)果依據(jù)《美國社會(huì)學(xué)評(píng)論》刊登的一項(xiàng)研究——通過跟蹤學(xué)生從三年級(jí)到五年級(jí)的表現(xiàn)做的研究。

Part of the difference in how kids act comes from the guidance they’ve gotten at home. As a rule, working class parents coach their kids to work out problems on their own. And if the kids did ask for help, it was in subtle ways—like sitting quietly with a hand raised. Middle class kids? Their parents urged them to be proactive, even to interrupt their teachers for help.

孩子們表現(xiàn)不同一部分是受家庭引導(dǎo)的影響。通常，工人階級(jí)的父母都會(huì)教育孩子要自己解決問題。并且即使這些孩子求助了，他們也是通過很微妙的方式——比如安靜地坐著舉起一只手。那中產(chǎn)階級(jí)的孩子們呢?他們的家長敦促他們要積極主動(dòng)，甚至為了求助打斷老師。

The result is that teachers were more likely to attend to the assistance-seekers and louder class-participators. Which left working class kids behind and magnified inequalities. So the working class child’s behavior, which they and their parents see as “respectful,” could impair their success in the classroom. And prevent them from joining their classmates in higher social classes.

結(jié)果是，老師貌似更樂于照應(yīng)那些“求助者”和大聲的“課堂參與者”。而這致使工人階級(jí)的孩子落后并加大了不平等。因此，工人階級(jí)家庭眼中孩子“恭敬有禮”的行為，很可能不利于他們?cè)谡n堂上表現(xiàn)好。甚至?xí)璧K他們同來自更高社會(huì)階層的同學(xué)交往。