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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?
How did Clotfelter manage to solve the problem in the end?
选项 A、By seeking cooperation with heads of the school clubs and sports teams.
B、By hiring some graduate students to carry out a poll in the schools.
C、By cataloging the races from the pictures presented in the yearbooks.
D、By getting the racial data from the National Center for Education Statistics.
答案C
解析 根据题干中的solve the problem将本题出处定位到第五段和第六段。这两段提到，科特非勒获准拉走从乔斯滕斯的印刷公司中随机抽取的上一年的年鉴样品，并从这些样品中获得每个俱乐部和运动队的照片。然后他的研究生给这些照片中每个人的种族进行分类，科特非勒的研究结果是通过分析这些照片中学生的种族而得出，故答案为[C]。[A]在文中未提及。[B]是针对文中第六段首句中的his graduate students所设的干扰项。[D]是针对第四段首句所设的干扰项。
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