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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

admin2013-07-30  58
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 did Clotfelter’s study reveal about the extracurricular activities?
选项 A、Most of them were exclusive to white and rich students only.
B、They contributed to the forming of interracial friendships.
C、They didn’t help eliminate racial segregation as expected.
D、They seemed to be neglected by American school districts.
答案C
解析 本题考查Clotfelter的研究结论，将出处定位到倒数第三段首句。该句提到，科特非勒发现课外活动远未发挥其应发挥的消除种族隔离的作用。[C]中didn’t help eliminate racial segregation对应该句中的were far fromthe desegregating force，as expected对应该句中的they should be，故答案为[C]。[A]是针对倒数第三段第四句设的干扰项。[B]与原文意思相反。文中并没有提到美国学区忽略课外活动，故排除[D]。
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