A sociologist says that boys on't "necessarily have to unerachieve." School environments an peer influences can be very important.

一位社會(huì)學(xué)家說(shuō)，男孩“不一定要成績(jī)差”。學(xué)校環(huán)境和同伴的影響非常重要。

Over all,girls outperform boys in school. It starts as early as kinergarten. By the time stuents reach college,women grauate at a higher rate than men.

整體而言，女生在學(xué)校的表現(xiàn)超過(guò)男生。這早在幼兒園就開(kāi)始了。到學(xué)生上大學(xué)時(shí)，女性畢業(yè)成績(jī)高于男性。

But there’s an exception. Asian-American boys match the graes of Asian-American girls in elementary school,a new stuy has foun. For them,the gener achievement gap oesn’t appear until aolescence — at which point they start oing worse as a group than Asian-American girls.

但也有例外。一項(xiàng)新的研究發(fā)現(xiàn)，亞裔美國(guó)男孩在小學(xué)階段和亞裔美國(guó)女孩成績(jī)相當(dāng)。對(duì)于他們，性別成績(jī)差異直到青春期才出現(xiàn)——此時(shí)他們的整體表現(xiàn)開(kāi)始遜色于亞裔美國(guó)女孩。

The stuy as to a growing boy of research suggesting that boys’ unerperformance is not because of anything innate to boys. Instea,it seems,it’s largely because of something external: their school environments an peer influences.

越來(lái)越多的研究表明，男生表現(xiàn)不佳不是因?yàn)槟猩鷥?nèi)在的任何原因，此項(xiàng)研究進(jìn)一步鞏固了這一觀點(diǎn)?？雌饋?lái)，其原因很大程度上來(lái)自于外部：他們學(xué)校環(huán)境和同伴影響。

Girls are encourage to be iligent,cooperative an ambitious — all things that serve them well in school. Boys are more sensitive than girls to environmental influences,accoring to a variety of research,an they feel pressure to be strong,tough an athletic. They get the message that oing well in school is not masculine,social scientists say. Even in peer groups that prize goo graes,it’s consiere uncool to seem to try har to earn the.

女性被鼓勵(lì)要勤奮、合作、有志向——所有這些都對(duì)她們?cè)趯W(xué)校很有好處。根據(jù)各類研究，男生對(duì)于環(huán)境的影響比女生更敏感，要強(qiáng)壯、堅(jiān)韌、擅長(zhǎng)運(yùn)動(dòng)也讓他們倍感壓力。社會(huì)科學(xué)家表示，他們得到的信息是，成績(jī)好是有失男子氣概的。即使是在好成績(jī)會(huì)獲嘉獎(jiǎng)的同伴群體中，表現(xiàn)出努力要得獎(jiǎng)也被認(rèn)為不怎么酷。

Asian-American boys are somehow sheltere from that message in early chilhoo. The reasons coul give parents an teachers information about how to help boys of all racesreach their full potential.

出于一些原因，亞裔美國(guó)男孩沒(méi)有在兒童早期受到這種信息的影響。其中的原因可為父母和教師提供參考，了解如何幫助各種族的男孩充分實(shí)現(xiàn)他們的潛力。

“These finings show it oesn’t have to be this way,that boys necessarily have to unerachieve,” sai Amy Hsin,the paper’s author an a sociologist at Queens College in New York. “How we parent,how we help chilren think about their masculinity,an school culture an peer norms have effects on their performance in school.”

“這些研究結(jié)果表明，不一定非得是這樣，即男生一定要表現(xiàn)稍遜，”該論文作者、紐約市立大學(xué)皇后學(xué)院(Queens College in New York)社會(huì)學(xué)家艾米·辛(Amy Hsin)說(shuō)。“我們?nèi)绾勿B(yǎng)育孩子，如何幫助孩子思考他們的男子氣概，以及學(xué)校的文化和同伴準(zhǔn)則都對(duì)他們?cè)趯W(xué)校的表現(xiàn)有影響?！?/p>

Looking at grae point averages of white an Asian-American stuents,she foun that unlike white stuents,Asian-American boys an girls have no significant grae ifferences until ninth grae. Then,boys fall behin girls by the equivalent of one-thir of a letter grae,about the same as the gener ifference in white stuents’ graes,accoring to the new stuy,publishe last month in the journal Sociological Science.

她看著白人和亞裔美國(guó)學(xué)生的平均績(jī)點(diǎn)，發(fā)現(xiàn)和白人學(xué)生不同，亞裔美國(guó)男生和女生在九年級(jí)之前沒(méi)有明顯的成績(jī)差別。其后，根據(jù)上月發(fā)表在《社會(huì)科學(xué)》(Sociological Science)期刊上的該項(xiàng)新研究，男生落后女生相當(dāng)于一個(gè)字母分?jǐn)?shù)三分之一的成績(jī)，與白人學(xué)生成績(jī)的性別差異幾乎一樣。

It use ata on about 9,200 white an 1,700 Asian-American stuents from two national stuies that followe the same stuents over time (the groups were too small to analyze ifferences among Asian ethnic groups.) The results are not efinitive. The sample size is relatively small,an the analysis uses graes,which,unlike test scores,are influence by teachers’ subjective assessments of stuents. Yet the results fit with other research that shows the effect of outsie influences on acaemic performance,particularly for boys.

該研究使用了取自兩項(xiàng)全國(guó)性研究的約9200名白人、1700名亞裔美國(guó)學(xué)生的數(shù)據(jù)，后者對(duì)同一批學(xué)生跟蹤了一段時(shí)間（所選群體規(guī)模太小，不足以分析亞裔群體之間的差異）。其結(jié)果是不具決定性的。樣本規(guī)模相對(duì)較小，分析過(guò)程使用了等級(jí)評(píng)分，和考試分?jǐn)?shù)不同的是，它是受教師對(duì)學(xué)生的主觀評(píng)定影響的。然而研究結(jié)果與其他研究相符，表明了外界對(duì)學(xué)業(yè)成績(jī)，尤其是男生成績(jī)的影響。

One reason Asian-American chilren o so well as a group is that Asian immigrant families ten to be very focuse on eucation,as the sociologists Jennifer Lee an Min Zhou escribe in their book,“The Asian American Achievement Paraox.”

亞裔美國(guó)孩子作為一個(gè)群體有如此良好的表現(xiàn)，原因之一在于亞洲移民家庭傾向于非常注重教育，如社會(huì)學(xué)家李智英(Jennifer Lee)和周敏在她們的著作《亞裔美國(guó)人成就的悖論》(The Asian American Achievement Paraox)中所描述的那樣。

One goal of a 1965 U.S. immigration law,which also abolishe severe restrictions against immigration from regions such as Asia,was to give preference to professionals with specialize skills. Partly as a result,a little more than half of Chinese immigrants to the Unite States have a college egree or higher,versus less than 10 percent of aults in China in recent years,Ms. Lee sai. They have tene to prioritize that their chilren earn straight As; atten a goo college; an become a octor,lawyer,scientist or engineer,the authors wrote. They have also share information about things like SAT tutors an A.P. courses with their less eucate Asian-American peers.

1965年美國(guó)移民法的一項(xiàng)目標(biāo)便是優(yōu)先選擇有專門技能的專業(yè)人士。該法律還廢除了針對(duì)來(lái)自亞洲等地區(qū)移民的嚴(yán)格限制。部分基于這個(gè)原因，移民到美國(guó)的中國(guó)人中有一半多一點(diǎn)兒擁有大學(xué)或更高學(xué)位，而近年來(lái)中國(guó)成年人的這一比例則不到10%。作者寫道，他們傾向于優(yōu)先考慮他們的孩子能拿到全A成績(jī)；上一所好大學(xué)；然后成為醫(yī)生、律師、科學(xué)家或工程師。他們還會(huì)把諸如SAT指導(dǎo)老師、進(jìn)階先修課程等信息分享給受教育程度較低的亞裔美國(guó)同伴。

Another factor is the so-calle moel minority stereotype — that Asians as a group are suppose to be smart,successful an har-working. This image masks high poverty an ropout rates among some Asian ethnic groups,yet as with all stereotypes,it can lea people to act in biase ways. Teachers ten to give Asian-American stuents higher graes an funnel them into avance programs,the researchers foun. Often,lower-performing stuents have risen to meet these expectations of them,an effect social scientists refer to as stereotype promise.

另一個(gè)因素是所謂的模范少數(shù)族裔刻板印象——作為群體的亞裔理應(yīng)聰明、成功、勤奮。這一形象掩蓋了一些亞洲少數(shù)族群的高貧困率和輟學(xué)率，但同所有的刻板印象一樣，它會(huì)導(dǎo)致人們偏頗行事。研究人員發(fā)現(xiàn)，老師往往會(huì)給亞裔美國(guó)學(xué)生更高的分?jǐn)?shù)，讓他們參與進(jìn)階課程。通常情況下，表現(xiàn)較差的學(xué)生會(huì)發(fā)奮，以求滿足對(duì)他們的這些期望，社會(huì)科學(xué)家將這種效果稱為刻板印象承諾。

For Asian-American boys,these influences change in aolescence,Ms. Hsin foun,a time when chilren become more aware of their gener ientity an are more influence by peers. They also have to fight a pernicious perception that they are not masculine enough.

艾米·辛發(fā)現(xiàn)，對(duì)于亞裔美國(guó)男孩來(lái)說(shuō)，這些影響會(huì)在青春期發(fā)生變化，在這個(gè)階段，孩子們會(huì)更加意識(shí)到自己的性別身份，也更容易受到同齡人的影響。他們還必須與一種有害的觀念作斗爭(zhēng)，即他們的男性氣概不夠。

“The moel minority myth frames Asian boys as being kin of nery,caring too much about oing well,so that may cause them to become less acaemically attache,” Ms. Hsin sai. “It’s not as stigmatizing for Asian girls because if you’re goo at school an you really care,that kin of plays along with what you shoul be oing as a girl anyway.”

“模范少數(shù)族裔的迷思把亞洲男孩塑造成有點(diǎn)書呆子氣，太希望自己表現(xiàn)好，這樣可能會(huì)讓他們不那么喜歡學(xué)習(xí)，”艾米·辛說(shuō)。“對(duì)亞洲女孩來(lái)說(shuō)，這并不丟臉，因?yàn)槿绻阍趯W(xué)校表現(xiàn)出色，而且你真的在乎自己的表現(xiàn)，這符合你身為女孩應(yīng)該做的事情。”

The new stuy offers a clue about how much school environments affect boys’ acaemic achievement. Ms. Hsin foun that the gener gap for Asian-Americans in high school was smaller in schools that were less sports-focuse,an where boys i better over all.

這項(xiàng)新研究為了解學(xué)校環(huán)境對(duì)男孩學(xué)習(xí)成績(jī)的影響程度提供了線索。艾米·辛發(fā)現(xiàn)，在不那么關(guān)注體育活動(dòng)、男生總體表現(xiàn)較好的學(xué)校，亞裔學(xué)生在高中階段的性別差距較小。

Other stuies have also pinpointe the importance of the school an social environments,especially for boys.

其他研究也指出了學(xué)校和社會(huì)環(huán)境的重要性，尤其是對(duì)男孩。

One working paper foun that the best-performing stuents ha a combination of behaviors typically consiere male an female. It use nationally representative survey ata about gener norms for about 12,000 high school stuents,linke with their high school transcripts. The most traitionally feminine girls an the most masculine boys ha the lowest graes.

一份研究報(bào)告發(fā)現(xiàn)，表現(xiàn)最好的學(xué)生通常會(huì)同時(shí)表現(xiàn)出人們心目中男性和女性的典型特點(diǎn)。它使用了關(guān)于1.2萬(wàn)名高中生的性別狀態(tài)與其高中成績(jī)相關(guān)聯(lián)的全國(guó)代表性調(diào)查數(shù)據(jù)。傳統(tǒng)上最女性化的女孩和最男性化的男孩成績(jī)最低。

The messages boys receive about how to be masculine come from local influences in their schools an communities an are often tie to to socioeconomic status,other research has shown. Boys perform better in school when achievement is consiere to be esirable,an when they believe successful men get their power from eucation versus strength an toughness. Boys in high-income communities are more likely to get those messages,research has shown.

另一項(xiàng)研究表明，男孩獲得的關(guān)于如何更有男子氣概的信息來(lái)自他們所在學(xué)校和社區(qū)的當(dāng)?shù)赜绊?，而且往往與社會(huì)經(jīng)濟(jì)地位有關(guān)。當(dāng)學(xué)習(xí)成績(jī)好被視為好事，當(dāng)他們相信成功男人的力量來(lái)自教育而不是強(qiáng)壯和強(qiáng)悍時(shí)，男孩在學(xué)校表現(xiàn)得更好。該研究表明，高收入社區(qū)的男孩更容易得到這些信息。

Teachers' expectations of stuents — an the biases behin them — also influence chilren's performance. For example,white teachers are less likely than black teachers to refer black stuents to gifte programs,or to have high expectations for their potential. Yet as with Asian-American stuents,research shows that when teachers have high expectations for black stuents,they rise to meet them.

教師對(duì)學(xué)生的期望——及其背后的偏見(jiàn)——也會(huì)影響孩子的表現(xiàn)。例如，白人教師推薦黑人學(xué)生參加天才項(xiàng)目或?qū)λ麄兊臐摿Ρв懈咂诖目赡苄缘陀诤谌死蠋?。然而，就像亞裔學(xué)生一樣，研究表明，當(dāng)老師對(duì)黑人學(xué)生抱有很高的期待時(shí)，他們就會(huì)努力去達(dá)到這些期待。

The fact that boys’ achievement varies in ifferent school environments is a hopeful sign for parents an eucators,Ms. Hsin sai,because it suggests ways to help all stuents.

艾米·辛說(shuō)，男孩在不同學(xué)校環(huán)境下的成績(jī)有所不同，讓家長(zhǎng)和教育工作者看到了希望，因?yàn)檫@提示了幫助所有學(xué)生的方法。

Encourage acaemic achievement,she sai,an talk about how it leas to success.

她說(shuō)，那就是鼓勵(lì)學(xué)生取得優(yōu)秀學(xué)習(xí)成績(jī)，并討論優(yōu)秀的成績(jī)?nèi)绾瘟钊俗呦虺晒Α?/p>

Researchers have other suggestions. Show them role moels who got where they are by oing well in school. Emphasize the importance of har work an aily practice,not innate skill. Encourage both boys an girls to embrace a full range of character traits,an not to feel limite by stereotypical gener roles. Place high expectations on chilren,an give them opportunities to meet them — regarless of skin color.

研究人員還有其他建議。向?qū)W生展示通過(guò)在學(xué)校表現(xiàn)出色而獲得成功的榜樣。強(qiáng)調(diào)努力學(xué)習(xí)和每天練習(xí)的重要性，而不是天生的技能。鼓勵(lì)男孩和女孩接納各種各樣的性格特征，不要覺(jué)得自己被刻板的性別角色所限制。對(duì)孩子寄予厚望，并且給他們機(jī)會(huì)去達(dá)到這些期望——不管他們的膚色是什么。

【微語(yǔ)】你揮手告別的那一刻,我心中涌動(dòng)著無(wú)盡的思念,愿你的留學(xué)生活如詩(shī)如畫,前程似錦。