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  3. In American high schools today, it’s taken as a given that extracurricular(课外的)activities bring students of different races toge

In American high schools today, it’s taken as a given that extracurricular(课外的)activities bring students of different races toge

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问题     In American high schools today, it’s taken as a given that extracurricular(课外的)activities bring students of different races together. What’s more, it’s on clubs and sports teams that the conditions of Allport’s Contact Theory are actually met — students are working together toward a single goal, rather than competing against each other.
    If school districts can widely integrate their sports teams and clubs, then they might see less self-segregation in the hallways and lunchrooms.
    It fell to a Duke University scholar, Dr. Charles Clotfelter, to figure out a way to measure how well schools are doing on this front.
    Clotfelter could easily look up the racial composition of every school — those numbers are tracked by the National Center for Education Statistics. But the racial makeup of clubs and sports teams wasn’t as easy. How to go about getting a tabulation(列表)of who’s in the drama club, belongs to the engineering society, and runs the school newspapers?
    Then Clotfelter landed on an ingenious solution. In nearby Winston Salem, North Carolina, was a printing company called Jostens, Inc. Jostens is one of the biggest printers of high school yearbooks. Clotfelter got permission to drive over and haul away a huge random sample of yearbooks from the previous year, which represented a fairly good mix of public, private independent, and Catholic high schools throughout the Midwest, Northeast and South.
    Then his graduate students found every photograph of every track team, French club and Yearbook Club that existed in those yearbooks. This was over 4,400 sports teams and another 4,400 more clubs, each with roughly a couple dozen members on average — ultimately equivalent to a poll of over 150,000 students. It was painstaking work to catalog the race of every kid in every photo.
    Clotfelter found that extracurricular activities were far from the desegregating force they should be. The average club was 39% less diverse than the school itself. Fully one-third of all clubs and teams are mono-racial. In fact, there seemed to be a curious phenomenon: white students almost never belonged to a team or a club that was less than 3/4 white. If a club’s racial composition got too diverse, it was hard to find a white face, save for clubs in the most diverse schools. There were also a small proportion of ethnic-identity clubs that whites probably did not feel welcome to join.
    We couldn’t help but wonder what if school districts were more proactively(积极地)getting kids involved in these activities — making sure that their participation includes kids from all races, ethnicities and socio-economic backgrounds? To do so, districts and schools would need to actively recruit students into various clubs and activities. They would need to make sure that fees for participation don’t prohibit children from low-income families from joining. Bus schedules, too, would likely also have to be addressed, since they often make it hard for kids from other neighborhoods to participate.
    It would take a real effort, but so many good things come from diverse extracurricular activities, shouldn’t these be fostered?
What problem did Clotfelter face when he studied the effect of schools’ extracurricular activities?
选项 A、Students were unwilling to cooperate when he conducted the poll.
B、There was no available data of the racial composition of every school.
C、He found it impossible to catalogue the structural feature of all high schools.
D、It was difficult to compare the racial makeup of the clubs and sports teams.
答案D
解析 第四段后两句提到，搞清俱乐部和运动队的种族成分就没有那么容易了。要想得到谁在戏剧俱乐部、谁属于工程学会、谁做校报的表格数据是很难的。由此可知，科特非勒在研究时遇到的问题是很难比较俱乐部和运动队的种族成分，[D]中的difficult对应该段第二句中的wasn’t as easy，故答案为[D]。[A]在原文中未提及。[B]和[C]与原文第四段首句意思相反，故排除。
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